Testing and Diversity in Postsecondary Education: The Case of California

Creator

Daniel Koretz
Michael Russell
Chingwei David Shin
Cathy Horn
Kelly Shasby

Files

Publisher

Arizona State University, University of South Florida

Publication Date

January 2002

Abstract

The past several years have seen numerous efforts to scale back or eliminate affirmative action in postsecondary admissions. In response, policymakers and postsecondary institutions in many states are searching for ways to maintain the diversity of student populations without resorting to a prohibited focus on race. In response to these changes, this study used data from California and a simplified model of the University of California admissions process to explore how various approaches to admissions affect the diversity of the admitted student population. "Race-neutral" admissions based solely on test scores and grades were compared with the results of actual admissions before and after the elimination of affirmative action. ...

Extent

39

Geographic Location

California

Volume

10

Issue

1

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Koretz, D., Russell, M., Shin, C.D., Horn, C. & Shasby, K. (2002, January 7). Testing and diversity in postsecondary education: The case of California, Education Policy Analysis Archives, 10(1). Retrieved [date] from http://epaa.asu.edu/epaa/v10n1/.

Identifier

E11-00249

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Koretz, Daniel; Russell, Michael; Shin, Chingwei David; Horn, Cathy; and Shasby, Kelly, "Testing and Diversity in Postsecondary Education: The Case of California" (2002). Education Policy Analysis Archives (EPAA). 101.
https://digitalcommons.usf.edu/usf_EPAA/101