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Slide #13: Bulleted list of Recommendations / Best Practices for Compliance

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Slide #13: Bulleted list of Recommendations / Best Practices for Compliance

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Adopt a holistic review

Adopt a top percentile acceptance system that accepts more than just the top 10 percentile range.

Advocate for dual admission programs that allow for students to attend a community college and transfer into the institution.

Adopt a comprehensive review system that evaluates the students overall and not just on race primarily.

Create a program that seeks to help grant minority students the opportunity to attend more highly selective colleges.

Seek methods to address the systematic issues that may be affecting minorities access to higher education.

Seek the help of other institutions.

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Slide #12 Personal Connection to the Legal and Ethical Standards

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Slide #12 Personal Connection to the Legal and Ethical Standards

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In terms of the legal and ethical standards mentioned within the previous slides, I hold a deep connection to this controversial topic. Being an African American Male who attended multiple highly selective schools, I feel grateful towards the admission policies and processes that are still in effect. I have attended the University of Arkansas, University of Central Arkansas, Texas State University, and now Angelo State University. I can not honestly say that I would have been admitted to every last one these schools without some of their policies that sought out racial diversity. I was not within the top 6 percentile of my graduating class, in fact I was in the top 10 percentile range. I consider the legal and ethical standards a huge benefactor within African American communities.

References
Carapezza, K. (2022, May 12). If the Supreme Court bans considering race in college admissions, could giving a boost to 'strivers' maintain campus diversity? News. Retrieved July 24, 2022, from https://www.wgbh.org/news/education/2022/05/10/if-the-supreme-court-bans-considering-race-in-college-admissions-could-giving-a-boost-to-strivers-maintain-campus-diversity

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Within the Code of Ethics and Standard Practices for Texas Educators Rule §247.2 Standard 3.4, it states that an educator will not exclude students based upon race, color, gender, religion, and etc. or grant them advantage.

This ethical code can be seen as problematic from both sides because it supports the argument for diversity and yet it also exclaims to not grant them an advantage.
References
Tex. Admin. Code § 247.2 (2020)
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=61&rl=101

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Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

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UT Austin's Affirmative Action Plan is the current administrative policy. The school currently admits 75% of freshman using a top 6% of their high school class review. The rest of the class is subject to holistic review.

References
Policies. Office for Inclusion and Equity – Division of Diversity and Community Engagement. (n.d.). Retrieved July 24, 2022, from https://equity.utexas.edu/compliance-reporting/affirmative-action-plan/

Waller, A. (2021, July 27). Federal judge tosses lawsuit that sought to end UT-austin's affirmative action policy. The Texas Tribune. Retrieved July 26, 2022, from https://www.texastribune.org/2021/07/27/ut-austin-affirmative-action/#:~:text=The%20ruling%20upheld%20the%20university's,through%20a%20holistic%20review%20in

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Under the AAP, UT Austin is obligated to achieve and maintain a workforce that is representative of those in the recruiting area with requisite skills. In order to achieve a representative workforce, employment and hiring goals are established for each job category based on statistical data in regards to availability pools of applicants.

It is the responsibility of all departments and personnel to insure the University's compliance with the Equal Employment Opportunity and Affirmative Action (EEO/AA) policy. In addition to the AAP, the Office for Inclusion and Equity (OIE) is charged with other compliance reporting obligations and coordinates efforts with multiple internal and external partners. For example, OIE works in conjunction with the Office of Institutional Accreditation and Effectiveness on accreditation efforts per the Southern Association of Colleges and Schools (SACS) requirements. OIE also collaborates with Institutional Reporting, Research, and Information Systems on the Department of Education's Integrated Post-Secondary Data System (IPEDS) reports. OIE works with the State of Texas Comptroller's Office for Quarterly New Hire Veterans tracking statistics and in conjunction with Human Resources and the Department of Labor for the VETS 4212 statistical reporting on an annual basis. As a federal contractor and in support of our mission, OIE partners with numerous groups across our campus community on educational outreach opportunities offering classes, group presentations, and strategy development meetings as subject matter experts in the targeted area of EEO/AA. OIE staff also work with academic and administrative units to build awareness of the mutually reinforcing goals of diversity and excellence through strategic recruitment and retention initiatives and comprehensive diversity planning.

As a unit within the Division of Diversity and Community Engagement (DDCE), the Office for Inclusion and Equity supports DDCE's mission statement.

DDCE Mission Statement

The Division of Diversity and Community Engagement advances socially just learning and working environments that foster a culture of excellence through diverse people, ideas, and perspectives. We engage in dynamic community-university partnerships designed to transform our lives.

Diversity Demographics

Below you will also find external links to diversity demographics that are used to establish availability pools when hiring applicants whether they be from our local metro area or from across the globe.
Texas County statistics Texas State Overall statistics Global statistics

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Under the AAP, UT Austin is obligated to achieve and maintain a workforce that is representative of those in the recruiting area with requisite skills. In order to achieve a representative workforce, employment and hiring goals are established for each job category based on statistical data in regards to availability pools of applicants.

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Grutter v. Bollinger

In Grutter v. Bollinger, the case ended with the decision that affirmative action is plausible in Michigan Law Schools case and that so long as university  is utilizing race as a factor to increase diversity.

The connection between this case and the race and college admission polices utilized within universities, is that this was the first court case that established the grounds that using race as a factor to establish diversity within the campus was permitted so long as it is not the sole factor.

References
(Grutter v. Bollinger, 1954)
https://www.oyez.org/cases/2002/02-241

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The Texas Administration Code 61.101 (f) 1, complies with the constitution of Texas and the TEC in making sure that every student is provided with an equal education opportunity.

In terms of the race and college admissions policies utilized within universities, this administrative code directs universities within Texas to comply with this order

References
Tex. Admin. Code § 61.101 (2020)
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=61&rl=101

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Slide #7: Constitutional Law: 14th Amendment 

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Slide #7: Constitutional Law: 14th Amendment 

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The 14th Amendment of the U.S. Constitution exclaims that all persons born, nationalized, or subject to jurisdiction within the U.S. are citizens of the U.S. and the state they reside in.

This amendment correlates to the race and college admissions polices because this amendment is used as the foundation for counter arguments when the universities utilize race determining factors in admittance.

References
(U.S. Const. amend. XIV)
https://www.constituteproject.org/constitution/United_States_of_America_1992

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Tax bills, Finance bills, First chamber reserved policy areas

All Bills for raising Revenue shall originate in the House of Representatives; but the Senate may propose or concur with Amendments as on other Bills.

Division of labor between chambers, Veto override procedure, Finance bills, Approval or veto of general legislation, Tax bills

Every Bill which shall have passed the House of Representatives and the Senate, shall, before it become a Law, be presented to the President of the United States: If he approve he shall sign it, but if not he shall return it, with his Objections to that House in which it shall have originated, who shall enter the Objections at large on their Journal, and proceed to reconsider it. If after such Reconsideration two thirds of that House shall agree to pass the Bill, it shall be sent, together with the Objections, to the other House, by which it shall likewise be reconsidered, and if approved by two thirds of that House, it shall become a Law. But in all such Cases the Votes of both Houses shall be determined by Yeas and Nays, and the Names of the Persons voting for and against the Bill shall be entered on the Journal of each House respectively. If any Bill shall not be returned by the President within ten Days (Sundays excepted) after it shall have been presented to him, the Same shall be a Law, in like Manner as if he had signed it, unless the Congress by their Adjournment prevent its Return, in which Case it shall not be a Law.

Every Order, Resolution, or Vote to which the Concurrence of the Senate and House of Representatives may be necessary (except on a question of Adjournment) shall be presented to the President of the United States; and before the Same shall take Effect, shall be approved by him, or being disapproved by him, shall be repassed by two thirds of the Senate and House of Representatives, according to the Rules and Limitations prescribed in the Case of a Bill.

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United States of America 1789 (rev. 1992) Constitution - Constitute

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United States of America's Constitution of 1789 with Amendments through 1992

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The Civil Rights Act of 1964  was act that succeeded the Civil Rights Act of 1957 and forbade any discrimination based on race, sex, color, religion, or national origin.

The race and college admissions policy utilized within universities, was created to meet the needs of the Civil Rights Act of 1964, an attempt to make sure that diversity spread throughout education.

Reference

Civil Rights Act of 1964, Pub.L. 88-352, 78 Stat. 241 (1964).

https://www.dol.gov/agencies/oasam/civil-rights-center/statutes/civil-rights-act-of-1964#:~:text=In%201964%2C%20Congress%20passed%20Public,hiring%2C%20promoting%2C%20and%20firing.

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In the 1960s, Americans who knew only the potential of "equal protection of the laws" expected the president, the Congress, and the courts to fulfill the promise of the 14th Amendment. In response, all three branches of the federal government--as well as the public at large--debated a fundamental constitutional question: Does the Constitution's prohibition of denying equal protection always ban the use of racial, ethnic, or gender criteria in an attempt to bring social justice and social benefits?

In June 1963, President John Kennedy asked Congress for a comprehensive civil rights bill, induced by massive resistance to desegregation and the murder of Medgar Evers. After Kennedy's assassination in November, President Lyndon Johnson pressed hard, with the support of Roy Wilkins and Clarence Mitchell, to secure the bill's passage the following year. In 1964, Congress passed Public Law 88-352 (78 Stat. 241). The Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, religion, sex or national origin. Provisions of this civil rights act forbade discrimination on the basis of sex, as well as, race in hiring, promoting, and firing. The Act prohibited discrimination in public accommodations and federally funded programs. It also strengthened the enforcement of voting rights and the desegregation of schools.

The Civil Rights Act of 1964 is the nation's benchmark civil rights legislation, and it continues to resonate in America. Passage of the Act ended the application of "Jim Crow" laws, which had been upheld by the Supreme Court in the 1896 case Plessy v. Ferguson, in which the Court held that racial segregation purported to be "separate but equal" was constitutional. The Civil Rights Act was eventually expanded by Congress to strengthen enforcement of these fundamental civil rights.

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Legal Highlight: The Civil Rights Act of 1964

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In the 1960s, Americans who knew only the potential of "equal protection of the laws" expected the president, the Congress, and the courts to fulfill the promise of the 14th Amendment.

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The article calls attention to the fact that most people presume to think that African Americans have an advantage over White students, however the studies in this article show that African Americans are still at a huge disadvantage.

The article explains the resources that White students have access to, that African Americans do not. The article examines the percentages of how students who come from underprivileged backgrounds. It also describes the impact of Universities not having a race admission process and how that would affect African American and diversity within the campuses as well.

Reference
Adams, S. (2022, April 21). White students have an advantage in college admissions, says new survey. Forbes. Retrieved July 26, 2022, from https://www.forbes.com/sites/susanadams/2021/12/06/white-students-have-an-advantage-in-college-admissions-says-new-survey/?sh=4bf934872e46

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White students are also more likely to have gone on campus tours (38% vs. 23%).
Getty Images

More than two-thirds of white high school students say they rely on family and friends for help with college admissions. By contrast, only 38% of Black students say their families give them admissions advice.

Many American appear to think that Black students benefit from college admissions offices that want to increase diversity on predominantly white campuses. But a new survey shows that white applicants have a significant advantage over their Black peers.

The survey was conducted in September by Art & Science Group, which advises colleges on their enrollment strategies. The Baltimore-based company used Qualtrics, a market analytics company owned by SAP, to administer the online survey. The respondents were 734 American high school students who said they planned to apply to attend a four-year college in the fall of 2022. The students attend both public and private schools nationwide.

Art & Science principal David Strauss says his company conducts surveys in order to better advise its clients on their strategic approach to higher education. That includes how best to admit a diverse class of students. "We were trying to find out where the pressure points are," he says.

Though he's not surprised by the survey's results, he believes they are important. Two other findings: White and Asian students plan to apply to more colleges (four) than Black students (three). White students are also more likely to have gone on campus tours (38% vs. 23%). Says Strauss, "This is another piece of data that tells us advantage begets advantage."

Vern Granger, director of admissions at University of Connecticut and the incoming board chair of the National Association for College Admission Counseling (NACAC) agrees that the survey results are not surprising. But they're important. "The survey speaks to the structural inequities that we already know exist in the system," he says.

UConn is combatting those inequities in several ways. Its Alliance Pathway program works with 69 high schools throughout the state to bring disadvantaged students to the UConn campus for tours at no cost to the students. The struggle to find the time and resources to take campus tours "is one of the many barriers that impacts education for Black or brown or first generation students," he says.

Like most colleges and universities, UConn waives its $80 application fee for disadvantaged students. "A lot of students are not aware that they can get help affording to apply to a university," he says.

The Art & Science survey concludes: "colleges and universities will need to find more creative ways to reach students who are less likely to have social capital and work harder to ensure that these students understand what is distinctive about the institution and why these distinctions should matter to them as they choose where to apply."

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White Students Have An Advantage In College Admissions, Says New Survey

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More than two-thirds of white high school students say they rely on family and friends for help with college admissions. By contrast, only 38% of Black students say their families give them admissions advice. Many American appear to think that Black students benefit from college admissions offices that want to increase diversity on predominantly white campuses.

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The article discusses the effects of how Black education is affected within the college admission process. It first introduces the pathway of how Black education has been created and the altered throughout time.

The article first addresses how affirmative action first came to be and how it originally affected Black education. It also covers the current discriminatory practices that had an affect on Black education as well. It then highlights how affirmative active progresses throughout history and how it has in most ways benefited the black population attempting to attend highly selective college campuses

The article progresses to identify some key strategies to implement that may be already in effect in some institutions or some policies that may not be in effect as of yet.

Reference
Edwards, J. A. (2021). Black Pathways: Examining the History of Race Considerations in College Admissions at Highly Selective Campuses. Journal of Critical Thought and Praxis, 10(2).
https://www.iastatedigitalpress.com/jctp/article/11607/galley/11710/view/

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With the current Supreme Court’s decision to handle the admission cases of Harvard University and University of North Carolina. The NACAC fully sides with the universities intentions to diversify its population. It makes an effort to push engage its members in communication and programs that develop understanding in current admission practices.

Reference
Diversity and access. National Association for College Admission Counseling. (n.d.). Retrieved July 24, 2022, from https://www.nacacnet.org/knowledge-center/marginalized-populations/diversity-and-access/

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Regardless of whether institutions use race-conscious or race-neutral admission policies, NACAC recognizes and seeks to educate the community on the substantial benefits derived from a diverse student body and the complexity of the admission process. ​​​​​​​​​This page offers the most recent guidance for NACAC members on race-conscious admission.

Current litigation, including a lawsuit against University of North Carolina, continue to pose potential threats to the future of race-conscious admission policies. NACAC will continue to changes and will update this webpage as necessary.
Students for Fair Admissions v. Harvard (2019)
The US district judge of the US District Court for the District of Massachusetts ruled in favor of Harvard, finding "no persuasive documentary evidence of any racial animus or conscious prejudice against Asian Americans."

Read NACAC's press release on this decision.
Fisher v. UT Austin (2016)
The Fisher II decision upholds UT-Austin's use of race-conscious admissions and preserves the earlier positions that colleges have a compelling interest in ensuring student body diversity.

Read NACAC's press release on this decision.

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Regardless of whether institutions use race-conscious or race-neutral admission policies, NACAC recognizes and seeks to educate policymakers on the substantial benefits derived from a diverse student body and the complexity of the admission process. ​​​​​​​​​This page offers the most recent guidance for NACAC members on race-conscious admission.

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Carl Jacobson is an AVID middle school teacher for Bohls Middle School, he teaches grades 6th through 8th. He is also the schools AVID team lead. Mr. Jacobson prides himself on keeping up with all ethical policies, laws, and local mandates that effects the present and future path of students. Although the school recently opened up last year. Jacobson has made an effort to foresee the success of every AVID student that he comes across.

This topic impacts students of every racial background because it can potentially impact the future minority students who may originate from low poverty areas and who have less of an opportunity to attend colleges. These specific policies of universities increase the opportunity for more diverse campuses.

Three strategies that Jacobson stated that he employs within the AVID curriculum are to:

1.  Start students early on college readiness routines

2. Prepare students to attend college or trade schools

3. Push students to achieve the top 10% of their class

Mr. Jacobson makes it a priority to move forward with his plan to turn Bohls into a AVID campus, in order to benefit each every student on campus.

References
(C. Jacobson, personal communication, July 22,
2022)
Long, M. C. (2004). Race and college admissions: An alternative to affirmative action?. review of Economics and Statistics, 86(4), 1020-1033.
https://direct.mit.edu/rest/article-abstract/86/4/1020/57513/Race-and-College-Admissions-An-Alternative-to

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Race and College Admissions: An Alternative to Affirmative Action?

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Abstract. During the late 1990s, several states eliminated affirmative action admissions policies at their public colleges. Some of these states substituted a program that grants admission to the top x% of each high school's graduating class. These new programs were instituted in efforts to restore minority college enrollments to their prior levels.

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My name is Blake Childress, I am a graduate student within the Curriculum and Instruction: Advanced Instructor program. The purpose of this presentation is to inform the educators, parents/guardians, students, and future educators of the impact of race and ethnicity on college admissions.

The significance behind the process of race and college admissions is a topic that does not receive a lot of attention and has faced a lot of controversial oppositions. This topic can affect many of the students from diverse school districts aspiring to attend college.

Reference

Kane, T. J. (1998). Racial and ethnic preferences in college admissions. Ohio St. LJ, 59, 971.
https://heinonline.org/HOL/LandingPage?handle=hein.journals/ohslj59&div=32&id=&page=

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59 Ohio St. L.J. 971 (1998)
Racial and Ethnic Preferences in College Admissions

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profiles profiles most

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racial and ethnic preferences in college
admissions*
thomas j. kane**
college admissions committees

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ration access to many of the
most selective u.s. colleges. as the labor market payoff to a college education
has risen and competition for admission to elite universities has become more
keen

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racial preference in college admissions has become increasingly
controversial

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particularly at public institutions. in the spring of 1996 the fifth
circuit court of appeals dramatically narrowed the latitude to use race in
determining admissions to colleges within its jurisdiction

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and the supreme
court subsequently refused to review this decision. the following fall

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voters in
california approved a proposal to end the use of racial and ethnic preferences in
admissions to state institutions. a number of other states are also reconsidering
the role of race and ethnicity in admissions and financial aid. some will wait for
the supreme court to clarify the legal issues at stake

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but some may not.1
because colleges shroud their admissions procedures in mystery

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the public
knows little about the extent to which racial preference is practiced. even less is
known about the impact of such preferences on the later careers of black and
white youth. this article explores these questions using data collected from the
high school class of 1982.
part i uses the high school and beyond (hsb) survey to analyze the
importance of race to college admission decisions in the early 1980s. it shows
that racial preference is confined to elite colleges and universities

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the most academically selective fifth of all four-year institutions

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where scores
* reprinted with permission of the brookings institution press from tbe b. ck-wmi
tesr score gap (christopher jencks & meredith phillips eds.

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1998). requests for further
permission to reprint or copy this article should be directed to the brookings institution
press.
** i began work on this paper while a visiting fellow at the brown center for education
policy at the brookings institution. i thank william dickens

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and david wise for many helpful comments and discussions. seminar
participants at the university of chicago

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and the national bureau of
economic research offered a number of helpful suggestions; in particular

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and michael rothschild. tony
shen and susan dynarski provided excellent research assistance in the early stages of this
research. any errors are my sole responsibility.
i the attorney general for the state of georgia

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has recommended that
public educational institutions stop using race in deciding admissions; chronicle of higher
education

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About | HeinOnline Law Journal Library | HeinOnline Law Journal Library | HeinOnline Please click here if you are not redirected within a few seconds. %init> 59 Ohio St. L.J. 971 (1998) Racial and Ethnic Preferences in College Admissions HeinOnline is a subscription-based resource containing nearly 3,000 academic and legal journals from inception; complete coverage of government documents such as U.S.