This article reports on the results of a national study of state higher education boards in the US to understand their role in efforts to increase student access and achievement in higher education. The data reveal that only a small minority of state higher education boards have articulated policy objectives and implemented initiatives that are intended to improve minority student access and achievement. The data also reveal that, while the majority of states have information systems that enable them to measure and assess minority student access and academic progress in higher education, few have produced evidence that their initiatives have improved minority student access and achievement. The paper explores the impact of national discussions about affirmative action in higher education, which appears to have dampened state efforts to improve minority student access and achievement in higher education.