Browsing by Author "Klasik, Daniel"

Now showing 1 - 5 of 5
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    Bobbing for Bad Apples: Accreditation, Quantitative Performance Measures, and the Identification of Low-Performing Colleges
    Klasik, Daniel; Hutt, Ethan (Center for Education Policy Analysis (CEPA), 2018-08-01)
    Recent trends in higher education have increased interest in improving accountability in U.S. higher education beyond current accreditation practices. Using a unique dataset of accreditation actions, the authors examine the relationship between outcomes of the current accreditation system with those of a hypothetical quantitative evaluation system. They find that schools facing accreditation sanctions are, on average, low-performing on the quantitative outcomes. However, using prior accreditation actions to set quantitative-performance benchmarks results in a substantial portion of the higher education sector being implicated. These results suggest that quantitative-performance systems and qualitative accreditation efforts assess distinct, complementary types of institutional quality.
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    Can Socioeconomic Status Substitute for Race in Affirmative Action College Admissions Policies? Evidence from a Simulation Model
    Reardon, Sean F.; Baker, Rachel B.; Kasman, Matt; Klasik, Daniel; Townsend, Joseph B. (Center for Education Policy Analysis, 2017-08-01)
    This paper simulates a system of socioeconomic status (SES)−based affirmative action in college admissions and examines the extent to which it can produce racial diversity in selective colleges. Using simulation models, we investigate the potential relative effects of race- and/or SES-based affirmative action policies, alongside targeted, race-based recruitment, on the racial and socioeconomic distribution of students in colleges. These simulations suggest three important patterns: (1) neither SES-based affirmative action nor race recruiting policies on their own can reproduce levels of racial diversity achieved by race-based affirmative action; however, SES-based affirmative action in combination with targeted recruitment, although likely expensive, shows the potential to yield racial diversity levels comparable to race-based affirmative action; (b) the use of affirmative action policies by some colleges reduces the diversity of similar-quality colleges that do not have such policies; (c) overall, the combination of SES-based affirmative action and race recruiting results in slightly fewer Black and Hispanic students that are academically overmatched than under race-based affirmative action, but the schools that use the combination policy also see an overall reduction in the academic achievement of the students they enroll.
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    Out of the Education Desert: How Limited Local College Options are Associated with Inequity in Postsecondary Opportunities
    Klasik, Daniel; Blagg, Kristin; Pekor, Zachary (Center for Education Policy Analysis (CEPA), 2018-08-01)
    The U.S. has a stratified hierarchy of college and universities. Consequences of this stratification include large disparities in the returns to higher education between levels of postsecondary institutions, and gaps by race and income in terms of where students enroll that, together, have the potential to reproduce long standing social inequality. The authors study one potential cause associated with enrollment disparities: the uneven geographic distribution of colleges around the U.S. They find that students in access deserts are more likely to apply to and enroll in colleges farther away from home than students who have more readily available college options. In contrast, students in match deserts are less likely to apply to and enroll in academically-matched institutions. Finally, the authors discuss the equity implications of these findings and make recommendations for policy and future research.
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    Race and Stratification in College Enrollment Over Time
    Baker, Rachel B.; Klasik, Daniel; Reardon, Sean F. (SAGE, 2018-01-18)
    In this article, the authors measure college enrollment selectivity gaps by race-ethnicity using a novel method that is sensitive to both the level (2- vs. 4-year) and selectivity of the college in which students enroll. We find that overall Hispanic–White and Black–White enrollment selectivity gaps closed in the United States between 1986 and 2014. This overall closing of gaps appears to be related to the closing of high school graduation gaps. However, this contraction was driven almost entirely by students at the margin between no college and college enrolling in non-degree-granting programs. Among students who enrolled in degree-granting schools, Black students have enrolled at increasingly less selective institutions than White students, whereas Hispanic–White gaps remained relatively unchanged over the nearly 30 years of our study. These gaps are concerning because of their implications for long-term economic inequality.
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    Race, income, and enrollment patterns in highly selective colleges, 1982-2004
    Reardon, Sean F.; Baker, Rachel B.; Klasik, Daniel (Center for Education Policy Analysis (CEPA), 2012-08-03)
    Where a student attends college has become increasingly important in the last few decades. As education has grown significantly more important in the labor market, competition among students for access to the most selective colleges and universities has grown as well. In this report, the authors examine patterns of enrollment, by race and family income, in the most selective colleges and universities. They also simulate racial and socioeconomic patterns of admission to selective colleges under several types of “race-blind” admissions policies, including policies like the Top Ten Percent admissions policy currently in use in Texas and a similar policy in California.