Working Paper from the Texas Workforce Data Quality Initiative Released by the National Bureau of Economic Research

Researchers involved in the Workforce Data Quality Initiative are pleased to announce the release of a working paper titled Efficacy vs. Equity: What Happens When States Tinker With College Admissions in a Race-blind Era? via the National Bureau of Economic Research (NBER).  Discussions in various media outlets are taking place.  Diverse: Issues in Higher Education‘s article can be found here.   The Washington Post also featured an article about the study.  There are certain to be more as the study progresses.

PLEASE NOTE: NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

Efficacy vs Equity: What Happens When States Tinker With College Admissions in a Race-blind Era

Authors: Sandra E. Black, Kalena E. Cortes, and Jane Arnold Lincove
Date: December 2014
Publication Type: Working Paper, 47pp

Abstract: College admissions officers face a rapidly changing policy environment where court decisions have limited the use of affirmative action. At the same time, there is mounting evidence that commonly used signals of college readiness, such as the SAT/ACTs, are subject to race and socioeconomic bias.  Our study investigates the efficacy and equity of college admissions criteria by estimating the effect of multiple measures of college readiness on freshman college grade point average and four-year graduation.
Importantly, we take advantage of a unique institutional feature of the Texas higher education system to control for selection into admissions and enrollment. We find that SAT/ACT scores, high school exit exams, and advanced coursework are predictors of student success in college. However, when we simulate changes in college enrollment and college outcomes with additional admissions criteria, we find that adding SAT/ACT or high school exit exam criteria to a rank-based admissions policy
significantly decreases enrollment among minorities and other groups, with the most negative effects generated by the SAT/ACT, while inducing only minimal gains in college GPA and four-year graduation rates.