272
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Using an Index of Admission Obstacles with Constrained Optimization to Increase the Diversity of College Classes

, , &

References

  • Bailey, M. J., & Dynarski, S. M. (2011). Inequality in postsecondary education. In G. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 117–132). New York, NY: Russell Sage Foundation.
  • Bastedo, M., & Jaquette, O. (2011). Running in place: Low-income students and the dynamics of higher education stratification. Educational Evaluation and Policy Analysis, 33(3), 318–339. doi:10.3102/0162373711406718
  • Bastedo, M. N., Bell, D., Howell, J., Hsu, J., Hurwitz, M., Perfetto, G., & Welch, M. (2018, October). Identifying contexts for achievement: Field experiments on information use in college admissions. Retrieved from http://www-personal.umich.edu/~bastedo/papers/ECD2018.paper.final.pdf.
  • Bastedo, M. N., & Bowman, N. A. (2017). Improving admission of low-SES students at selective colleges: Results from an experimental simulation. Educational Researcher, 46(2), 67–77.
  • Berkelaar, M. (2014). Package lpSolve. Retrieved from cran.r-project.org.
  • Blatter, A., & Glynn, J. (2016). Recognizing distance traveled in selective college admissions. Presented at the annual meeting of the Association for the Study of Higher Education, Columbus, Ohio.
  • Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research, 14(3), 319–342.
  • Bowen, W. G., Chingos, M. M., McPherson, M. S., & Tobin, E. M. (2009). Crossing the finish line: Completing college at America’s public universities. Princeton, N.J.: Princeton University Press.
  • Boxhill, C. (2018, October 23). More than numbers, context matters: A peek at college board’s environmental context dashboard pilot. Retrieved from https://www.collegeboard.org/membership/all-access/counseling-admissions-financial-aid-academic/more-numbers-context-matters-peek.
  • Cabrera, A., & La Nasa, S. (2001). On the path to college: Three critical tasks facing America’s disadvantaged. Research in Higher Education, 42(2), 119–149. Retrieved from: http://www.jstor.org.ezproxy1.library.arizona.edu/stable/40196425
  • Clegg, R. (2019, May 17). The SAT’s new adversity score.’ National Review. Retrieved from https://www.nationalreview.com/corner/sats-new-adversity-score/
  • College Board (2019a). Landscape consistent high school and neighborhood information for colleges. Retrieved from https://secure-media.collegeboard.org/landscape/what-you-need-to-know-counselors.pdf
  • College Board (2019b). Landscape comprehensive data and methodology overview. Retrieved from https://secure-media.collegeboard.org/landscape/comprehensive-data-methodology-overview.pdf
  • Croizet, J. C., & Dutrévis, M. (2004). Socioeconomic status and intelligence: Why test scores do not equal merit. Journal of Poverty, 8(3), 91–107.
  • Durán, G., & Wolf-Yadlin, R. (2011). A mathematical programming approach to applicant selection for a degree program based on affirmative action. Interfaces, 41(3), 278–288.
  • Espinosa, L. L., Gaertner, M. N., & Orfield, G. (2015). Race, class, and college access: Achieving diversity in a shifting legal landscape. (American Council on Education report.) Retrieved from http://www.acenet.edu/news-room/Documents/Race-Class-and-College-Access-Achieving-Diversity-in-a-Shifting-Legal-Landscape.pdf
  • Fussell, S. (2019, May 18). The problem with the SAT’s idea of objectivity. The Atlantic. Retrieved from https://www.theatlantic.com/technology/archive/2019/05/college-board-sat-adversity-score/589681/
  • Gaertner, M. N., & Hart, M. (2013). Considering class: College access and diversity. Harvard Law and Policy Review, 7, 367–403.
  • Garg, R., Melanson, S., & Levin, E. (2007). Educational aspirations of male and female adolescents from single-parent and two biological parent families: A comparison of influential factors. Journal of Youth and Adolescence, 36(8), 1010–1023.
  • Giancola, J., & Kahlenberg, R. D. (2016). True merit: Ensuring our brightest students have access to our best colleges and universities. Lansdowne, VA: Jack Kent Cooke Foundation.
  • Gonzales, N. A., Cauce, A. M., Friedman, R. J., & Mason, C. A. (1996). Family, peer, and neighborhood influences on academic achievement among African-American adolescents: One-year prospective effects. American Journal of Community Psychology, 24(3), 365–387.
  • Holcomb-McCoy, C. (2010). Involving low-income parents and parents of color in college readiness activities: An exploratory study. Professional School Counseling, 14(1), 115–124.
  • Hoxby, C. M., & Avery, C. (2012). The missing” one-offs”: The hidden supply of high-achieving, low income students (No. w18586). Cambridge, MA: National Bureau of Economic Research.
  • Ingels, S., Planty, M., & Bozick, R. (2005). A profile of the American high school senior in 2004: A first look- initial results from the first follow-up of the Education Longitudinal Study of 2002 (NCES 2006-348). Washington, DC: U.S. Department of Education, NCES.
  • Jaschik, S. (2017, Feb 28). Measuring Adversity. Insider Higher Ed. Retrieved from https://www.insidehighered.com/news/2017/02/28/college-board-pilots-new-way-measure-adversity-when-considering-applications-some
  • Kolman, B., & Beck, R. E. (1995). Elementary linear programming with applications (2nd ed.). San Diego, CA: Academic Press.
  • Kreiter, C. D. (2002). The use of constrained optimization to facilitate admission decisions. Academic Medicine, 77(2), 148–151.
  • Kreiter, C. D., Stansfield, B., James, P. A., & Solow, C. (2003). A model for diversity in admissions: A review of issues and methods and an experimental approach. Teaching and Learning in Medicine: An International Journal, 15(2), 116–122.
  • Lord, H., & Mahoney, J. L. (2007). Neighborhood crime and self-care: Risks for aggression and lower academic performance. Developmental Psychology, 43(6), 1321.
  • lp_solve reference guide. (n.d.) Retrieved from http://web.mit.edu/lpsolve/doc/.
  • National Student Clearinghouse (2014). High school benchmarks 2014. Retrieved from https://nscresearchcenter.org/hsbenchmarks2014/
  • Pashley, P. J., & Thornton, A. E. (1999). Crafting an incoming law school class: Preliminary results. (LSAC research report 99-01). Newtown, PA: Law School Admission Council.
  • Pashley, P. J., Thornton, A. E., & Duffy, J. R. (2005). Access and diversity in law school admissions. In W. J. Camara & E. W. Kimmel (Eds.), Choosing students: Higher education admissions tools for the 21st century (pp. 231–249). Mahwah, New Jersey: Erlbaum.
  • Phillips, M., & Chin, T. (2004). School inequality: What do we know? In K. Neckerman (Ed.), Social Inequality (pp. 467–519). New York:  Russell Sage Foundation.
  • Pong, S. L., & Landale, N. S. (2012). Academic achievement of legal immigrants’ children: The roles of parents’ pre‐and postmigration characteristics in origin‐group differences. Child Development, 83(5), 1543–1559.
  • Schmitt, C. M. (2009). Documentation for the restricted-use NCES-Barron’s admissions competitiveness index data files. (NCES 2010-330). Washington, DC: NCES.
  • Stricker, L. J., Rock, D. A., Pollack, J. M., & Wenglinsky, H. H. (2002). Measuring educational disadvantage of SAT candidates. (College Board Research Report No. 2002-1). New York, NY: College Entrance Examination Board.
  • Studley, R. E. (2004). Inequality, student achievement, and college admissions: A remedy for underrepresentation. In R. Zwick (Ed.), Rethinking the SAT: The future of standardized testing in university admissions (pp. 321–343). New York, NY: RoutledgeFalmer.
  • Theokas, C., & Saaris, R. (2013). Finding America’s missing AP and IB students. Retrieved from https://edtrust.org/wp-content/uploads/2013/10/Missing_Students.pdf
  • Zwick, R. (2002, Winter). Picking the perfect freshman class: Balancing the academic and nonacademic goals of admissions policy (pp. 13). San Jose, CA: National Center for Public Policy and Higher Education.
  • Zwick, R. (2017). Who gets in? Strategies for fair and effective college admissions. Cambridge, Massachusetts: Harvard University Press.
  • Zwick, R. (2020). Using mathematical models to improve access to postsecondary education. In Oliveri & Wendler (Eds.), Higher education admission practices: An international perspective (pp. 333–346). Cambridge, England: Cambridge University Press.
  • Zwick, R., Ye, L., & Isham, S. (2016). Crafting a college class using constrained optimization. Paper presented at the annual meeting of the Association for the Study of Higher Education, Columbus, Ohio.
  • Zwick, R., Ye, L., & Isham, S. (2019). Using constrained optimization to increase the representation of students from low-income neighborhoods. Applied Measurement in Education, 32, 281–297.
  • Zyngier, D. (2014). Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities. Evidence Base, 1, 1–23.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.