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Race-Conscious Affirmative Action: What's Next

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Title: Race-Conscious Affirmative Action: What's Next
Language: English
Authors: Carnevale, Anthony P., Mabel, Zachary, Campbell, Kathryn Peltier, Georgetown University, Center on Education and the Workforce
Source: Georgetown University Center on Education and the Workforce. 2023.
Availability: Georgetown University Center on Education and the Workforce. 3300 Whitehaven Street NW Suite 5000 Box 571444, Washington, DC 20057. Tel: 202-687-4922; Fax: 202-687-3110; e-mail: cewgeorgetown@georgetown.edu; Web site: http://cew.georgetown.edu
Peer Reviewed: N
Page Count: 82
Publication Date: 2023
Sponsoring Agency: Lumina Foundation
Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Affirmative Action, Race, College Admission, Selective Admission, Educational Change, Diversity, Minority Group Students, Equal Education, Academic Achievement, Socioeconomic Status, Ethnicity, Class Rank, Models
Abstract: An expected national ban on the consideration of race in college admissions will threaten the racial and ethnic diversity of students at selective colleges unless these colleges fundamentally alter their admissions practices. This report finds that selective colleges barred from considering race and ethnicity in their admissions decisions may be able to partially claw back some racial/ethnic diversity using class-conscious admissions practices, but they will be extremely unlikely to enroll student bodies that come close to mirroring the demographic diversity of the high school class. The authors examine the following six admissions models and the impact they would likely have on racial/ethnic and socioeconomic diversity if used consistently across selective colleges: (1) Academic merit, socioeconomic status, and race/ethnicity; (2) High school class rank, socioeconomic status, and race/ethnicity; (3) Academic merit only; (4) Academic merit and socioeconomic status; (5) High school class rank only; and (6) High school class rank and socioeconomic status. All six models assume the elimination of preferences for legacy applicants, student athletes, and other groups that receive admissions boosts for reasons unrelated to academic merit, race/ethnicity, or socioeconomic status (SES).
Abstractor: ERIC
Entry Date: 2023
Accession Number: ED627999
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Race-Conscious Affirmative Action: What's Next
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  Data: Georgetown University Center on Education and the Workforce. 3300 Whitehaven Street NW Suite 5000 Box 571444, Washington, DC 20057. Tel: 202-687-4922; Fax: 202-687-3110; e-mail: cewgeorgetown@georgetown.edu; Web site: http://cew.georgetown.edu
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  Data: Lumina Foundation<br />Bill and Melinda Gates Foundation
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  Data: An expected national ban on the consideration of race in college admissions will threaten the racial and ethnic diversity of students at selective colleges unless these colleges fundamentally alter their admissions practices. This report finds that selective colleges barred from considering race and ethnicity in their admissions decisions may be able to partially claw back some racial/ethnic diversity using class-conscious admissions practices, but they will be extremely unlikely to enroll student bodies that come close to mirroring the demographic diversity of the high school class. The authors examine the following six admissions models and the impact they would likely have on racial/ethnic and socioeconomic diversity if used consistently across selective colleges: (1) Academic merit, socioeconomic status, and race/ethnicity; (2) High school class rank, socioeconomic status, and race/ethnicity; (3) Academic merit only; (4) Academic merit and socioeconomic status; (5) High school class rank only; and (6) High school class rank and socioeconomic status. All six models assume the elimination of preferences for legacy applicants, student athletes, and other groups that receive admissions boosts for reasons unrelated to academic merit, race/ethnicity, or socioeconomic status (SES).
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      – Text: English
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        PageCount: 82
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      – SubjectFull: Affirmative Action
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: College Admission
        Type: general
      – SubjectFull: Selective Admission
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      – SubjectFull: Educational Change
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      – SubjectFull: Diversity
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Equal Education
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Ethnicity
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      – SubjectFull: Class Rank
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      – SubjectFull: Models
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      – TitleFull: Race-Conscious Affirmative Action: What's Next
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