Assessing a New Approach to Class-Based Affirmative Action [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (51st, Toronto, Ontario, May 21-25, 2011).

Autor/in	Gaertner, Matthew N.
Institution	Association for Institutional Research
Titel	Assessing a New Approach to Class-Based Affirmative Action [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (51st, Toronto, Ontario, May 21-25, 2011).
Quelle	(2011), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Race; Universities; Income; Overachievement; Affirmative Action; Minority Groups; High Achievement; Identification; Barriers; Academic Achievement; Higher Education; Minority Group Students; College Admission; Disadvantaged; Program Implementation; College Applicants; Statistical Analysis; Public Colleges; Undergraduate Students; Socioeconomic Status; Colorado; Nebraska + Suchen Sie Ihr Suchwort? Rasse; Abstammung; University; Universität; Einkommen; Ethnische Minderheit; Identifikation; Identifizierung; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulzugang; Hochschulzulassung; Zulassung; College applications; Studienbewerber; Statistische Analyse; Socio-economic status; Sozioökonomischer Status
Abstract	In November, 2008, Colorado and Nebraska voted on amendments that sought to end race-based affirmative action at public universities. In anticipation of the vote, Colorado's flagship public institution--The University of Colorado at Boulder (CU)--explored statistical approaches to support class-based affirmative action. This paper details CU's method of identifying disadvantaged and overachieving applicants in undergraduate admissions. Particular attention is devoted to the impact of putting this system into practice. Two experiments were conducted to evaluate the effects of implementing class-conscious admissions on the racial and socioeconomic diversity of accepted classes. In addition, historical data were examined to gauge the likelihood of college success for the beneficiaries of class-based affirmative action. Experimental results suggest low-income and minority students are more likely to be admitted to CU when class-conscious admissions criteria are used. Analyses of historical data suggest collegiate success for those admitted under class-based affirmative action is possible, although certainly not guaranteed. Such findings argue for the provision of robust academic support to these low-income, marginally qualified students once they arrive on campus. Appended are: (1) Visual Representation of the Disadvantage Index; (2) Visual Representation of the Overachievement Index (SAT); and (3) Parameter Estimates and Model Fit Statistics for the Disadvantage and Overachievement Indices. (Contains 5 tables and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10