Undergraduate Access to the University of California after the Elimination of Race-Conscious Policies.
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| Title: | Undergraduate Access to the University of California after the Elimination of Race-Conscious Policies. |
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| Language: | English |
| Authors: | Robinson, Nina, California Univ., Berkeley. Office of the President. |
| Availability: | University of California, Office of the President, 1111 Franklin Street, 9th Floor, Oakland, CA 94607-5200. Web site: http://www.ucop.edu/. |
| Peer Reviewed: | N |
| Page Count: | 56 |
| Publication Date: | 2003 |
| Document Type: | Numerical/Quantitative Data Reports - Descriptive |
| Descriptors: | Access to Education, Affirmative Action, American Indians, Black Students, College Admission, Educationally Disadvantaged, Enrollment Trends, Higher Education, Hispanic American Students, Minority Groups, Outreach Programs, Racial Factors, Selective Colleges |
| Abstract: | This report describes the University of California's (UC's) experience developing and implementing race-neutral undergraduate admissions and outreach policies and programs from 1995-2002. UC's experience indicates that in highly selective institutions, implementing race neutral policies leads to substantial declines in the proportion of entering minority students. These declines have been partially mitigated by programs designed to increase enrollments of students from low-income families, those with little family experience in higher education, and those who attend schools that traditionally do not send many students to four-year institutions. Increases in numbers of underrepresented minorities graduating from California high schools, combined with substantial expansion of enrollment capacity at several UC campuses, have led to overall increases for some groups, though underrepresented students remain a substantially smaller proportion of those admitted to and enrolled at UC's most selective campuses than they were before race conscious policies were eliminated. The gap between the percentage of underrepresented minority students graduating from California high schools and the percentage enrolling at UC has widened. In the 5 years since elimination of race conscious policies, UC has adopted strategies to enhance UC students' academic preparation and maintain access for disadvantaged students (e.g., expanding outreach to and partnerships with K-12 schools, expanding the criteria used to define academic achievement, and implementing the comprehensive review admission policy). (Contains 24 footnotes.) (SM) |
| Entry Date: | 2003 |
| Accession Number: | ED476308 |
| Database: | ERIC |
| Abstract: | This report describes the University of California's (UC's) experience developing and implementing race-neutral undergraduate admissions and outreach policies and programs from 1995-2002. UC's experience indicates that in highly selective institutions, implementing race neutral policies leads to substantial declines in the proportion of entering minority students. These declines have been partially mitigated by programs designed to increase enrollments of students from low-income families, those with little family experience in higher education, and those who attend schools that traditionally do not send many students to four-year institutions. Increases in numbers of underrepresented minorities graduating from California high schools, combined with substantial expansion of enrollment capacity at several UC campuses, have led to overall increases for some groups, though underrepresented students remain a substantially smaller proportion of those admitted to and enrolled at UC's most selective campuses than they were before race conscious policies were eliminated. The gap between the percentage of underrepresented minority students graduating from California high schools and the percentage enrolling at UC has widened. In the 5 years since elimination of race conscious policies, UC has adopted strategies to enhance UC students' academic preparation and maintain access for disadvantaged students (e.g., expanding outreach to and partnerships with K-12 schools, expanding the criteria used to define academic achievement, and implementing the comprehensive review admission policy). (Contains 24 footnotes.) (SM) |
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