Drop Dead Fred
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Supporters of affirmative action focus on admission rates, whereas opponents of affirmative action focus on graduation rates.
Affirmative action sets students up for failure by “mismatching” them to the wrong college.
If a student’s academic abilities are in the 90th percentile, then she or he is best off going to a college where the other students are in the 90th percentile.
But if this very same student goes to a school where the other students’ academic abilities are in the 99th percentile, then he or she is being set up for failure and dropping out.
If all we care about is admission rates for students, then affirmative action is a great idea.
But if we are concerned about graduation rates for students, then affirmative action is a horrible idea.
The Painful Truth About Affirmative Action
October 2, 2012
A powerful example of these problems comes from UCLA, an elite school that used large racial preferences until the Proposition 209 ban took effect in 1998. The anticipated, devastating effects of the ban on preferences at UCLA and Berkeley on minorities were among the chief exhibits of those who attacked Prop 209 as a racist measure. Many predicted that over time blacks and Hispanics would virtually disappear from the UCLA campus.
And there was indeed a post-209 drop in minority enrollment as preferences were phased out. Although it was smaller and more short-lived than anticipated, it was still quite substantial: a 50 percent drop in black freshman enrollment and a 25 percent drop for Hispanics. These drops precipitated ongoing protests by students and continual hand-wringing by administrators, and when, in 2006, there was a particularly low yield of black freshmen, the campus was roiled with agitation, so much so that the university reinstituted covert, illegal racial preferences.
Throughout these crises, university administrators constantly fed agitation against the preference ban by emphasizing the drop in undergraduate minority admissions. Never did the university point out one overwhelming fact: The total number of black and Hispanic students receiving bachelor’s degrees were the same for the five classes after Prop 209 as for the five classes before.
How was this possible? First, the ban on preferences produced better-matched students at UCLA, students who were more likely to graduate. The black four-year graduation rate at UCLA doubled from the early 1990s to the years after Prop 209.
Second, strong black and Hispanic students accepted UCLA offers of admission at much higher rates after the preferences ban went into effect; their choices seem to suggest that they were eager to attend a school where the stigma of a preference could not be attached to them. This mitigated the drop in enrollment.
Third, many minority students who would have been admitted to UCLA with weak qualifications before Prop 209 were admitted to less elite schools instead; those who proved their academic mettle were able to transfer up to UCLA and graduate there.
Thus, Prop 209 changed the minority experience at UCLA from one of frequent failure to much more consistent success. The school granted as many bachelor degrees to minority students as it did before Prop 209 while admitting many fewer and thus dramatically reducing failure and drop-out rates. It was able, in other words, to greatly reduce mismatch.
Affirmative action sets students up for failure by “mismatching” them to the wrong college.
If a student’s academic abilities are in the 90th percentile, then she or he is best off going to a college where the other students are in the 90th percentile.
But if this very same student goes to a school where the other students’ academic abilities are in the 99th percentile, then he or she is being set up for failure and dropping out.
If all we care about is admission rates for students, then affirmative action is a great idea.
But if we are concerned about graduation rates for students, then affirmative action is a horrible idea.
The Painful Truth About Affirmative Action
The Painful Truth About Affirmative Action: Why racial preferences in college admissions hurt minority students -- and shroud the education system in dishonesty.
October 2, 2012
A powerful example of these problems comes from UCLA, an elite school that used large racial preferences until the Proposition 209 ban took effect in 1998. The anticipated, devastating effects of the ban on preferences at UCLA and Berkeley on minorities were among the chief exhibits of those who attacked Prop 209 as a racist measure. Many predicted that over time blacks and Hispanics would virtually disappear from the UCLA campus.
And there was indeed a post-209 drop in minority enrollment as preferences were phased out. Although it was smaller and more short-lived than anticipated, it was still quite substantial: a 50 percent drop in black freshman enrollment and a 25 percent drop for Hispanics. These drops precipitated ongoing protests by students and continual hand-wringing by administrators, and when, in 2006, there was a particularly low yield of black freshmen, the campus was roiled with agitation, so much so that the university reinstituted covert, illegal racial preferences.
Throughout these crises, university administrators constantly fed agitation against the preference ban by emphasizing the drop in undergraduate minority admissions. Never did the university point out one overwhelming fact: The total number of black and Hispanic students receiving bachelor’s degrees were the same for the five classes after Prop 209 as for the five classes before.
How was this possible? First, the ban on preferences produced better-matched students at UCLA, students who were more likely to graduate. The black four-year graduation rate at UCLA doubled from the early 1990s to the years after Prop 209.
Second, strong black and Hispanic students accepted UCLA offers of admission at much higher rates after the preferences ban went into effect; their choices seem to suggest that they were eager to attend a school where the stigma of a preference could not be attached to them. This mitigated the drop in enrollment.
Third, many minority students who would have been admitted to UCLA with weak qualifications before Prop 209 were admitted to less elite schools instead; those who proved their academic mettle were able to transfer up to UCLA and graduate there.
Thus, Prop 209 changed the minority experience at UCLA from one of frequent failure to much more consistent success. The school granted as many bachelor degrees to minority students as it did before Prop 209 while admitting many fewer and thus dramatically reducing failure and drop-out rates. It was able, in other words, to greatly reduce mismatch.
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