Choosing Differently? College Application Behavior and the Persistence of Educational Advantage

This paper uses student-level data to investigate how the college application behavior of underrepresented minorities (URMs) changed in response to the 1998 end of affirmative action in admissions at the University of California (UC). We show that all URMs experienced a drop in their probability of admission to at least one UC campus. However, the relative decline in URM SAT score-sending rates—our proxy for application rates—was small and concentrated at Berkeley and UCLA among underrepresented minorities who experienced the largest relative drop in their predicted probability of admission. In addition, we find some evidence of a shift toward less-selective UC campuses rather than out of the UC system. Overall, our paper highlights the stability of URM application behavior in the face of substantial declines in their admission rates.

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Apply Yourself: Racial and Ethnic Differences in College Application

Education Finance and Policy ◽

10.1162/edfp_a_00273 ◽

2020 ◽

Vol 15 (2) ◽

pp. 209-240 ◽

Cited By ~ 1

Author(s):

Sandra E. Black ◽

Kalena E. Cortes ◽

Jane Arnold Lincove

Keyword(s):

High School ◽

College Readiness ◽

Ethnic Differences ◽

Fixed Effects ◽

School Quality ◽

Access To Higher Education ◽

Racial And Ethnic Differences ◽

College Application ◽

Application Rates ◽

College Application Behavior

Access to higher education begins with a student's decision whether and where to apply to college. This paper examines racial and ethnic differences in college application behavior of high school graduates, using two recent graduation cohorts from Texas. We estimate racial and ethnic differences in the probability of applying to college, controlling for a student's college readiness, high school quality, certainty of college admissions, and high school fixed effects. We then investigate racial and ethnic differences in the choice of where to apply. We enhance the typical model of college matching by considering the social setting and high school feeder patterns of state universities. We find that racial and ethnic gaps in application rates, particularly for Hispanic students, are not explained by differential levels of college readiness, high school quality, or information regarding college admission processes. When applying to college, minorities are influenced by more than just matching their academic ability to the institution, and prefer institutions with a large proportion of same-race students and campuses where same-race students from their high school have been successful in the past.

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Abstract: Autonomic Modeling of Data-Driven Application Behavior

2012 SC Companion: High Performance Computing, Networking Storage and Analysis ◽

10.1109/sc.companion.2012.277 ◽

2012 ◽

Author(s):

S. Monteiro ◽

G. Bronevetsky ◽

M. Casas-Guix

Keyword(s):

Data Driven ◽

Application Behavior

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Application behavior aware re-reference interval prediction for shared LLC

2015 33rd IEEE International Conference on Computer Design (ICCD) ◽

10.1109/iccd.2015.7357099 ◽

2015 ◽

Cited By ~ 3

Author(s):

Parth Lathigara ◽

Shankar Balachandran ◽

Virendra Singh

Keyword(s):

Reference Interval ◽

Interval Prediction ◽

Application Behavior

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College Transition Program for Student-Athletes (CTPSA): A Psychoeducational Group for Boys of Color

Professional School Counseling ◽

10.1177/2156759x211040038 ◽

2021 ◽

Vol 25 (1_part_4) ◽

pp. 2156759X2110400

Author(s):

Clewiston D. Challenger ◽

Kevin Duquette

Keyword(s):

School Counselors ◽

College Transition ◽

Group Intervention ◽

Student Athletes ◽

Transition Program ◽

Application Process ◽

Counseling Professionals ◽

Psychoeducational Group ◽

College Application ◽

Boys Of Color

This article suggests a group intervention for student-athlete boys of color who intend to play sports in college. This group is a component of a larger proposed school-wide program, the College Transition Program for Student-Athletes (CTPSA). The CTPSA’s suggested group intervention offers school counselors a college readiness option to support the college application process, college adjustment, and transition for boys of color who are student-athletes. We discuss the group’s purpose, design, format, curriculum, and expected outcomes and present implications for school counselors and other counseling professionals.

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¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

Teachers College Record ◽

10.1177/016146811111300701 ◽

2011 ◽

Vol 113 (7) ◽

pp. 1435-1476

Author(s):

Matthew Militello ◽

Jason Schweid ◽

John Carey

Keyword(s):

High School ◽

High Schools ◽

College Readiness ◽

Low Income ◽

The United States ◽

Intervention Strategies ◽

Low Income Students ◽

College Board ◽

Post Secondary ◽

College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

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