Does Ending Affirmative Action in College Admissions Lower the Percent of Minority Students Applying to College?

Autor/in	Dickson, Lisa M.
Titel	Does Ending Affirmative Action in College Admissions Lower the Percent of Minority Students Applying to College?
Quelle	In: Economics of Education Review, 25 (2006) 1, S.109-119 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2004.11.005
Schlagwörter	High School Graduates; Minority Groups; Public Colleges; College Admission; Affirmative Action; College Bound Students; Student Financial Aid; Hispanic American Students; African American Students; White Students; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Ethnische Minderheit; Hochschulzugang; Hochschulzulassung; Zulassung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner
Abstract	The purpose of this study is to determine how ending affirmative action in public colleges in Texas affected the percent of minority high school graduates applying to college. I find the end of affirmative action significantly lowered the percent of Hispanic students applying to college by 1.6 percentage points and significantly lowered the percent of black students applying to college by 2.1 percentage points. The end of affirmative action in public colleges in Texas did not significantly affect the percent of white students applying to college. A year after the end of affirmative action in Texas. The Texas State Legislature passed a percent plan that guarantees students who graduate in the top ten percent of their high school class admission to any public college in Texas. The percent of minority students applying to college increased significantly when the percent plan was accompanied by changes in financial aid. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10