Matthew Gaertner PhD - WestEd

Considering Class: Colorado's Affirmative Action Experiment (43 min.) LEARNING OBJECTIVES: 1. Explain the difference between race-based and class-based affirmative action. 2. Describe Colorado University's approach to differentiating overachieving applicants of low socioeconomic status. 3. Engage in discussions about class-conscious admissions for the economically disadvantaged. ABSTRACT: This is an introductory presentation. In 2008, Colorado and Nebraska voted on amendments that sought to end race-based affirmative action. In anticipation of the vote, the University of Colorado Boulder (CU) explored statistical approaches to support class-based (i.e., socioeconomic) affirmative action. This presentation introduces CU’s method of identifying socioeconomically disadvantaged and overachieving applicants. Two experiments were carried out to determine whether implementing this approach would change the racial and socioeconomic diversity of accepted classes. The experiments suggest class-based affirmative action can potentially increase acceptance rates for low-SES and minority applicants – particularly if it is used alongside race-conscious admissions. Moreover, historical student records were examined to explore the likelihood of college success for the beneficiaries of CU’s class-based approach. Historical data do not rule out the possibility of college success for the beneficiaries of class-conscious admissions, but they do argue for the provision of robust academic support to economically disadvantaged students when they matriculate. BIOGRAPHY: Matthew Gaertner was Director of Research in WestEd’s Standards, Assessment, and Accountability Services (SAAS) program in San Francisco, California, where he provided overall leadership for SAAS research and development efforts. He provided expertise and technical assistance in key areas, including statistical methods, psychometrics, standard setting, alignment studies, and experimental design. Gaertner’s research focused on college and career readiness, and the effects of educational policies on access, persistence, achievement, and labor market outcomes for disadvantaged learners. A psychometrician by training, Gaertner’s methodological expertise included Item Response Theory, multilevel models, and categorical data analysis. During his lifetime, he authored and edited a book on college and career readiness through the National Council on Measurement in Education (Preparing Students for College and Careers: Theory, Measurement, and Educational Practice). Gaertner had extensive experience working with practitioners to apply statistical and psychometric methods to address pressing, practical concerns. Prior to joining WestEd, Gaertner held research positions at SRI International, Pearson, and American Institutes for Research. USER RATINGS: 4.1 out of 5 STARS (15) American Psychological Association (APA) Buros Center for Testing is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Buros Center for Testing maintains responsibility for this program and its content. National Association of School Psychologists Buros Center for Testing is approved by the National Association of School Psychologists (NASP) to sponsor continuing education for psychologists. Buros Center for Testing maintains responsibility for this program and its content. (Provider #1113) New York State Education Department (NYSED) Buros Center for Testing, University of Nebraska-Lincoln is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0187. There is no known commercial support for this program. INSTRUCTIONAL SUPPLEMENTS PROVIDED WHEN PURCHASED FOR A COURSE: PowerPoint slides References/additional readings Comprehension quiz with answer key Discussion questions Timestamps for presentation content For a brief preview of this video, click link below.