The College Admissions ‘Match’ Game: Should Preference Play Role in the Process?
EWA held its annual Higher Education Seminar recently at Boston’s Northeastern University. We invited some of the education journalists in attendance to contribute posts from the sessions. Today’s guest blogger is Brian McVicar of the Grand Rapids Press. For more content from the seminar, including stories, podcasts, video, check out EdMedia Commons.
Listen to
the podcast of this session.
As demographic shifts change the size – and racial profile – of high school graduation classes, one debate in higher education will continue to swirl: Do the admission processes at colleges and universities promote diversity?
It was a question tackled during “Getting In: The Debate
Continues,” one of several panels at EWA’s 2013 Higher Education
Seminar last month at Northeastern University which examined what
demographic changes mean for colleges and universities.
The panelists said a variety of factors affect whether minority
and low-income students apply and are admitted to college,
including whether help is available for filling out the Free
Application for Student Aid and whether high-achieving minority
students are even being encouraged to apply to selective
colleges.
Richard Perez-Pena, a reporter at the New York Times who
served as moderator of the panel, recalled a group of students in
California, who, without the assistance of professionals,
wouldn’t have been able to fill out the FASA, a prerequisite for
student aid. “If there weren’t professionals there doing the
FASFA with them, that’s it, they’re done,” he said. “It wasn’t
just a hurdle, it was a mountain.”
Other admissions issues reporters should be aware of are the
legal challenges to race-based admissions policies. As these
cases make their way through the courts, reporters should
investigate how the colleges and universities they cover are
approaching race-based admissions.
In June, the U.S. Supreme Court voted 7-1 to send Fisher v.
University of Texas back down to a federal appeals court. The
case focused on the University of Texas’ practice of using race
as one of many factors in its admissions policy, in addition to a
policy that already offers admission to students who graduate in
the top 10 percent of their high school class. In their decision,
justices stopped short of weighing-in on affirmative action,
instead saying the lower court hadn’t subjected the university’s
justification for the use of race to enough scrutiny.
One idea that has gained popularity in recent years is using
class instead of race in admissions. But Jeff Strohl, director of
research at the Georgetown University Center on Education and the
Workforce, said reporters should be skeptical of such an
approach, arguing that income is not a proxy for race. “By all of
our key factors of predicting educational attainment and
outcomes, race matters,” Strohl said.
He also told reporters to be aware of how “undermatching” affects
students in their communities. Undermatching occurs when
high-achieving minority students fail to apply to selective
college and universities, and it matters because minority
students are more likely to graduate in a timely manner at a
prestigious school, Strohl said. “This matters, and it matters in
every one of your local communities,” he said.
Matt Gaertner, a research scientist at the Center
for College and Career Success at Pearson, encouraged
reporters to look at whether a school’s admission policies
actually support its stated mission. “What are your intended
outcomes, what are you trying to achieve,” he said. “Some schools
are going to be trying to boost socioeconomic diversity. Other
schools are going to be trying to maintain racial diversity in
the event of a ban on affirmative action.”
Another panelist said context matters when analyzing admissions
policies. Stella Flores, an assistant professor at Vanderbilt
University Peabody
College of Education and Human Development, said the impact
of admissions policies will differ based upon states’ income and
poverty levels. “How might that process look in Mississippi, how
might that process look in Alabama, how might that process look
in Massachusetts?” she asked. Good questions for reporters to
ask.
Have a question, comment or concern for the Educated Reporter? Contact Emily Richmond. Follow her on Twitter @EWAEmily.