ERIC Number: EJ1100471
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 56
Holistic Admissions after Affirmative Action: Does "Maximizing" the High School Curriculum Matter?
Bastedo, Michael N.; Howard, Joseph E.; Flaster, Allyson
Educational Evaluation and Policy Analysis, v38 n2 p389-409 Jun 2016
Selective colleges and universities purport to consider students' achievement in the context of the academic opportunities available in their high schools. Thus, students who "maximize" their curricular opportunities should be more likely to gain admission. Using nationally representative data, we examine the effect of "maximizing the curriculum" on admission to selective colleges. We find that curriculum maximization has very little effect on students' probability of college admission outside of states with affirmative action bans. Low-income students are less likely to maximize their high school curriculum, and underrepresented racial minority students are both less likely to maximize their high school curriculum and less likely to benefit from doing so when applying to colleges in states that ban affirmative action. Thus, even if widely diffused, holistic admissions practices may be unlikely to adequately reduce race or class disparities in higher education.
Descriptors: College Admission, Selective Admission, Admission Criteria, Affirmative Action, Secondary School Curriculum, High Schools, Academic Achievement, Hypothesis Testing, Disadvantaged Schools, Rural Schools, Low Income Students, Disproportionate Representation, Minority Group Students, Suburban Schools, Holistic Evaluation, Multivariate Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools
Authoring Institution: N/A