UCLA Reverses Decline in Black Admissions but Rejects More Asians

Autor/in	Schmidt, Peter
Titel	UCLA Reverses Decline in Black Admissions but Rejects More Asians
Quelle	In: Chronicle of Higher Education, 53 (2007) 33, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	College Admission; State Universities; African American Students; Asian American Students; White Students; Hispanic American Students; College Applicants; California + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Staatliche Universität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; College applications; Studienbewerber; Kalifornien
Abstract	After adopting a new, "holistic" approach to reviewing applications, the University of California at Los Angeles has reversed a decline in the share of black students in the freshman class it has admitted for the fall. Figures released by the university this month show that the revised admissions policy appears to have increased black students' chances of being accepted. At the same time, larger shares of white applicants, low-income applicants, and members of certain Asian-American ethnic groups were turned away. Although the new admissions policy is supposed to take into account the disadvantages that each applicant has faced, there was actually a decline in the number and share of admitted students who are the first in their families to attend college and whose households make less than $30,000 annually. Last year the university admitted 1,426 such students, or 24 percent of those who applied. This year it admitted 1,027, or about 17 percent of those who applied. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10