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College Access, K-12 Concentrated Disadvantage, and the Next 25 Years of Education Research

University of California–Santa Barbara, Department of Education, Santa Barbara 93016; jyun{at}education.ucsb.eduHis research focuses on issues of equity that affect primary and secondary schools, such as racial/ethnic and socioeconomic segregation, high-stakes testing, and the effective use of school-level data by teachers and administrators

José F. Moreno

California State University–Long Beach, Chicano and Latino Studies Department, 1250 Bellflower Blvd., Long Beach, CA 90840; jmoreno7{at}csulb.eduHis research focuses on the social and policy context of educational equity and diversity

Race-inclusive admissions policies are important tools for attaining equitable access to selective colleges and universities. However, access to such institutions does not begin at the point of admissions. Rather, it depends on an interaction between the K-12 system and university admissions policies that may either mitigate inequalities or propagate them. Using data from California, we use cluster analysis as a starting point to explore how disadvantage can be concentrated in our K-12 system and how that disadvantage can further compound racial/ethnic disparities in college access

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