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The report analyzes how selective and open-access institutions are categorized, how stratification by class persists, and how enrollment shifts affect disparate outcomes. It also reviews mechanisms behind unequal results, including funding gaps, public versus private spending differences, and links between resources and graduation outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/progress-interrupted-evaluating-a-decade-of-demographic-change/584920/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/progress-interrupted-evaluating-a-decade-of-demographic-change/584920.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What time period does the report analyze for demographic change?","Question",{"text":112,"@type":113},"The report evaluates changes between 2009 and 2019 in selective and open-access institutions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report describe differences between open-access and selective institutions?",{"text":117,"@type":113},"It finds that trends in racial/ethnic representation and patterns of representation differ significantly between open-access and selective institutions.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do funding gaps play in the report’s explanation of outcomes?",{"text":121,"@type":113},"The report argues that significant funding gaps between selective and open-access institutions contribute to widely differing student outcomes, including differences in spending and graduation results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584920,1792189143,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Progress Interrupted  \nEvaluating a Decade of Demographic Change at Selective and Open-Access Institutions Prior to the End of Race-Conscious Affirmative Action  \nJeff Strohl Emma Nyhof Catherine Morris  \n2024  \nReprint Permission  \nThe Georgetown University Center on Education and the Workforce carries a Creative Commons license, which permits noncommercial reuse of any of our content when proper attribution is provided.  \nYou are free to copy, display, and distribute our work, or include our content in derivative works, under the following conditions:  \nAttribution: You must clearly attribute the work to the Georgetown University Center on Education and the Workforce and provide a print or digital copy of the work [to cewgeorgetown@georgetown.edu](to cewgeorgetown@georgetown.edu).  \nOur preference is to cite figures and tables as follows:  \nSource: Jeff Strohl, Emma Nyhof, and Catherine Morris. Progress Interrupted: Evaluating a Decade of Demographic Change at Selective and Open-Access Institutions Prior to the End of Race-Conscious Affirmative Action. Washington, DC: Georgetown University Center on Education and the Workforce, 2024. cew. [georgetown.edu/progressinterrupted](georgetown.edu/progressinterrupted)  \nNoncommercial use: You may not use this work for commercial purposes. Written permission must be obtained from the owners of the copy/literary rights and from Georgetown University for any publication or commercial use of reproductions.  \nNo additional restrictions: If you are using one or more of our available data representations (figures, charts, tables, etc.), please visit our website at [cew.georgetown.edu/publications/](cew.georgetown.edu/publications/)  \nFor the full legal code of this Creative Commons license, please visit [creativecommons.org](creativecommons.org). Email [cewgeorgetown@georgetown.edu](cewgeorgetown@georgetown.edu) with any questions.  \nAcknowledgments  \nWe are grateful to the individuals and organizations whose generous support has made this report possible: Lumina Foundation (Jamie Merisotis and Courtney Brown) and the Bill & Melinda Gates Foundation (Patrick Methvin and Jamey Rorison) . We are honored to be their partners in our shared mission of promoting postsecondary access, completion, and career success for all Americans.  \nWe would also like to extend our sincere gratitude to Anthony P. Carnevale, the founding director of Georgetown University Center on Education and the Workforce, for his leadership and guidance in this work.  \nThe staff of the Georgetown University Center on Education and the Workforce was instrumental in the production of this report from conception to publication. In particular, we would like to thank  \n• Nicole Smith and Artem Gulish for quantitative and qualitative feedback;  \n• Zack Mabel for data analysis;  \n• Martin Van Der Werf for editorial and qualitative feedback;  \n• Katherine Hazelrigg, Fan Zhang, Johnna Guillerman, Maryam Noor, and Abiola Fagbayi for communications efforts, including design development and public relations; and  \n• Coral Castro for assistance with logistics and operations.  \nMany others contributed their thoughts and feedback throughout the production of this report. We especially are grateful to our talented designers and editorial advisors, whose efforts were vital to its successful completion.  \nThe views expressed in this publication are those of the authors and do not necessarily represent those of Lumina Foundation or the Bill & Melinda Gates Foundation, or any of their officers or employees. All errors and omissions are the responsibility of the authors.  \nTable of Contents  \nIntroduction ..................................................................................................................................... 8  \nThe higher education system became more representative of the racial/ethnic makeup of the college-age population overall between 2009 and 2019, but trends differ significantly between open-access and selecti","cbCaif1RVlOGkQ1o","https://ap.wps.com/l/cbCaif1RVlOGkQ1o","pdf",1291695,72,"English","# Introduction\n## How we categorized selective and open-access institutions\n## The American higher education system remains stratified by class\n## Enrollment patterns at selective and open-access institutions matter because of their disparate outcomes\n# Part I. The Higher Education System Continues to Be Segregated by Race/Ethnicity and Class\n## Falling enrollment at open-access institutions translated to declining representation among almost every racial/ethnic group\n## Pell Grant recipients remain disproportionately concentrated at open-access colleges and universities\n## The pandemic further altered college enrollments\n# Part II. Significant Gaps in Funding between Selective and Open-Access Institutions Contribute to Widely Differing Outcomes\n## Spending differs at public versus private colleges\n## Greater resources are linked to better post-graduation outcomes","[{\"question\":\"What time period does the report analyze for demographic change?\",\"answer\":\"The report evaluates changes between 2009 and 2019 in selective and open-access institutions.\"},{\"question\":\"How does the report describe differences between open-access and selective institutions?\",\"answer\":\"It finds that trends in racial/ethnic representation and patterns of representation differ significantly between open-access and selective institutions.\"},{\"question\":\"What role do funding gaps play in the report’s explanation of outcomes?\",\"answer\":\"The report argues that significant funding gaps between selective and open-access institutions contribute to widely differing student outcomes, including differences in spending and graduation results.\"}]","Progress Interrupted - Evaluating a Decade of Demographic Change | PDF",1792052935,181]