10 research outputs found
Recommended from our members
The CSU Crisis and California's Future: Full Report
These reports analyze the impact of the fiscal cutbacks on opportunity for higher education in the California State University system, the huge network of 23 universities that provides the bulk of bachelor-level education in the state. The CSU has a much larger undergraduate student body than the University of California system and educates a much larger group of Latino and African American students. Many CSU students are first-generation college students struggling to get an education in difficult times
Brief of 823 Social Scientists as Amici Curiae
Social science research strongly supports the Fifth Circuit’s conclusion that the holistic consideration of race in admissions is a necessary complement to the percent plan for UT Austin to further its educational mission. UT Austin has a compelling interest in creating a meaningful level of inclusion of students from different racial groups and generating rich diversity to dispel racial stereotypes and foster educational excellence.A substantial body of rigorous social science research supports the Fifth Circuit’s conclusion that the extensive outreach and recruitment efforts UT Austin implemented to obtain racial diversity under the percent plan, on their own, have not been sufficient complements to the percent plan to achieve UT Austin’s educational mission. The claim that the percent plan is an effective alternative to a race- sensitive admissions policy relies on the Petitioner’s effort to problematically lump African American and Latino students into a single category, concealing important differences related to the workability of the plan for each group. The percent plan, which relies on segregated school attendance patterns in the state, has not yielded the desired results at UT Austin. Whereas as a complement to the plan, the individualized consideration of race has enabled UT Austin to create a more stimulating and productive educational environment for all of its students.UT Austin’s experience with the percent plan and analyses based on statistical simulations for other states show that percent plans alone, even in states where secondary schooling is largely segregated by race (as it is in Texas), do not yield the level of diversity needed to obtain the educational benefits of diversity. Giving weight to socioeconomic status alone does not produce the diversity needed to further UT Austin’s academic mission, and relying largely or solely on socioeconomic status to achieve diversity is not a feasible alternative. The extensive experience of selective colleges and universities using alternatives to race-sensitive admissions decisions in other states, including California and Michigan, underscores the need for UT Austin’s holistic policy. This evidence compels the conclusion that there are no effective substitutes for race-sensitive admissions decisions in generating the diversity required to further UT Austin’s educational mission.There are great costs in not considering race in admissions in the narrowly tailored manner that UT Austin employs. Research on the impact of laws that ban the consideration of race in admissions shows that at selective schools these bans have led to de- clines in racial and ethnic student body diversity, including in the important fields of medicine, law, business, and science. Not only do these declines degrade the educational experiences of students, but they harm the nation’s future. Research shows that barring the kind of consideration that UT Austin gives race in its holistic admissions system cannot only isolate and stigmatize admitted students, but may also harm race relations by limiting cross campus racial integration and preventing institutions from addressing and countering the ways in which race shapes the educational experiences of all students
Recommended from our members
The CSU Crisis and California's Future: Full Report
These reports analyze the impact of the fiscal cutbacks on opportunity for higher education in the California State University system, the huge network of 23 universities that provides the bulk of bachelor-level education in the state. The CSU has a much larger undergraduate student body than the University of California system and educates a much larger group of Latino and African American students. Many CSU students are first-generation college students struggling to get an education in difficult times
Recommended from our members
Building on Success: Educational Diversity and Equity in Kentucky Higher Education
This comprehensive study of equity in the entire Kentucky system not only assesses the state's progress under plans developed to comply with federal civil rights law over the past 26 years, but also recommends strategies for the next generation.Also available at:http://civilrightsproject.ucla.ed
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Dismantling College Opportunity in California
These studies released today call attention to the fact that cuts to higher education impact students, their families, CSU faculty, and staff well beyond the classroom. Reduction in access, retention, and increase in cost are disproportionately impacting traditionally underrepresented students, and are being felt within their personal lives. Related Documents Dismantling College Opportunity in California
These three reports constitute Part Four of The CSU Crisis and California's Future:
Remediation as a Civil Rights Issue in the California State University System by Kimberly R. King, Suzanne Mcevoy, And Steve TeixeiraEconomic Crisis and the California State Public University: The Institutional, Professional and Personal Effects on Faculty and Students by David Boyns, Amy Denissen, And Alexandra GerbasiYou Will Have To Work Ten Times as Hard at the CSU: Reducing Outreach and Recruitment in Times of Economic Crisis by Rebecca Joseph With The Assistance Of Mario CastanedaAlso avaiable at http://civilrightsproject.ucla.ed
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PICS: Statement of American Social Scientists of Research on School Desegregation Submitted to US Supreme Court
The body of research that has developed since the Court declared government-sanctioned school racial segregation unconstitutional in Brown v. Board of Educa- tion, 347 U.S. 483 (1954), supports three interrelated conclusions: (1) racially integrated schools provide signifi- cant benefits to students and communities, (2) racially isolated schools have harmful educational implications for students, and (3) race-conscious policies are necessary to maintain racial integration in schools.3 Amici submit that these research findings are relevant and supportive of the educational judgments that underlie the student assign- ment policies at issue in the instant cases.Racially integrated schools prepare students to be effective citizens in our pluralistic society, further social cohesion, and reinforce democratic values. They promote cross-racial understanding, reduce prejudice, improve critical thinking skills and academic achievement, and enhance life opportunities for students of all races. These benefits are maximized when schools are structured in ways that optimize intergroup contact. Communities also benefit from a potential workforce that is better prepared for a global economy, reduced residential segregation, and increased parental involvement in schools – all of which increase the stability of communities.While there are examples of academically successful schools with high concentrations of nonwhite students, more often than not, segregated minority schools offer profoundly unequal educational opportunities. This inequality is manifested in many ways, including fewer qualified, experienced teachers, greater instability caused by rapid turnover of faculty, fewer educational resources, and limited exposure to peers who can positively influence academic learning. No doubt as a result of these dispari- ties, measures of educational outcomes, such as scores on standardized achievement tests and high school gradua- tion rates, are lower in schools with high percentages of nonwhite students.Race-conscious student assignment policies are necessary to maintain racially integrated schools. Evi- dence shows that choice assignment policies that do not consider race as a factor in student assignments tend to result in racially homogeneous schools or lead to greater segregation; race-neutral policies that rely on socioeco- nomic status are not as effective in attaining racial diver- sity; and school districts that have eliminated race as a consideration in student assignment policies have experi- enced resegregation and the harmful consequences associ- ated with racially isolated schools
Recommended from our members
PICS: Statement of American Social Scientists of Research on School Desegregation Submitted to US Supreme Court
The body of research that has developed since the Court declared government-sanctioned school racial segregation unconstitutional in Brown v. Board of Educa- tion, 347 U.S. 483 (1954), supports three interrelated conclusions: (1) racially integrated schools provide signifi- cant benefits to students and communities, (2) racially isolated schools have harmful educational implications for students, and (3) race-conscious policies are necessary to maintain racial integration in schools.3 Amici submit that these research findings are relevant and supportive of the educational judgments that underlie the student assign- ment policies at issue in the instant cases.Racially integrated schools prepare students to be effective citizens in our pluralistic society, further social cohesion, and reinforce democratic values. They promote cross-racial understanding, reduce prejudice, improve critical thinking skills and academic achievement, and enhance life opportunities for students of all races. These benefits are maximized when schools are structured in ways that optimize intergroup contact. Communities also benefit from a potential workforce that is better prepared for a global economy, reduced residential segregation, and increased parental involvement in schools – all of which increase the stability of communities.While there are examples of academically successful schools with high concentrations of nonwhite students, more often than not, segregated minority schools offer profoundly unequal educational opportunities. This inequality is manifested in many ways, including fewer qualified, experienced teachers, greater instability caused by rapid turnover of faculty, fewer educational resources, and limited exposure to peers who can positively influence academic learning. No doubt as a result of these dispari- ties, measures of educational outcomes, such as scores on standardized achievement tests and high school gradua- tion rates, are lower in schools with high percentages of nonwhite students.Race-conscious student assignment policies are necessary to maintain racially integrated schools. Evi- dence shows that choice assignment policies that do not consider race as a factor in student assignments tend to result in racially homogeneous schools or lead to greater segregation; race-neutral policies that rely on socioeco- nomic status are not as effective in attaining racial diver- sity; and school districts that have eliminated race as a consideration in student assignment policies have experi- enced resegregation and the harmful consequences associ- ated with racially isolated schools
Recommended from our members
Building on Success: Educational Diversity and Equity in Kentucky Higher Education
This comprehensive study of equity in the entire Kentucky system not only assesses the state's progress under plans developed to comply with federal civil rights law over the past 26 years, but also recommends strategies for the next generation.Also available at:http://civilrightsproject.ucla.ed
Recommended from our members
Dismantling College Opportunity in California
These studies released today call attention to the fact that cuts to higher education impact students, their families, CSU faculty, and staff well beyond the classroom. Reduction in access, retention, and increase in cost are disproportionately impacting traditionally underrepresented students, and are being felt within their personal lives. Related Documents Dismantling College Opportunity in California
These three reports constitute Part Four of The CSU Crisis and California's Future:
Remediation as a Civil Rights Issue in the California State University System by Kimberly R. King, Suzanne Mcevoy, And Steve TeixeiraEconomic Crisis and the California State Public University: The Institutional, Professional and Personal Effects on Faculty and Students by David Boyns, Amy Denissen, And Alexandra GerbasiYou Will Have To Work Ten Times as Hard at the CSU: Reducing Outreach and Recruitment in Times of Economic Crisis by Rebecca Joseph With The Assistance Of Mario CastanedaAlso avaiable at http://civilrightsproject.ucla.ed