Statistics

This study examined whether replacing race-based affirmative action admissions programs with class-based programs would continue to meet the racial/ethnic diversity goals of higher education, with the added benefit of helping poor and working class white students. Data from three National Center for Education Statistics databases were analyzed to: (1) determine the degree of association between race and socioeconomic status among high school and postsecondary students; and (2) project potential enrollment trends if a shift from race to socioeconomic status were implemented. The study concluded that a class-based affirmative action policy would not assist or improve college participation rates among minorities. A statistically significant, although weak and declining, association was noted between race and socioeconomic status. This would disproportionately benefit low socioeconomic white students compared to low socioeconomic minority peers because of sheer numbers and overrepresentation of whites. It was concluded that race-base