What people say about Color and Money-

"Anyone interested in the inequities of the selective college admissions process will find Color and Money clear-eyed, hard-hitting, enlightening, and informative."--Rachel Toor, author of Admissions Confidential: An Insider's Account of the Elite College Selection Process.
"For those concerned about why the march toward social justice in America has faltered badly for nearly forty years, Peter Schmidt's Color and Money is a highly instructive--and greatly disturbing--guidepost." --Richard Kluger, author of Simple Justice: The History of Brown v. Board of Education and Black America's Struggle for Equality.
"An indispensible guide to the debate over affirmative action in the United States."--Michael Lind, author of The Next American Nation.
"This book is a must read for anyone concerned with access to higher education, especially to the nation’s elite universities, as well as with larger questions of social policy and social justice."--Terry MacTaggart, Former Chancellor, University of Maine System
"Books on the highly-charged issue of affirmative action are usually one-sided and inflammatory. Peter Schmidt's Color and Money is a wonderful exception. It provides an honest and fair examination that is also passionate and illuminating."--Richard D. Kahlenberg, Senior Fellow, The Century Foundation, and author of The Remedy: Class, Race, and Affirmative Action

Peter Schmidt is available as a speaker

Peter Schmidt is available to speak at colleges, bookstores, schools, churches, and at gatherings of education associations. His past speaking engagements are listed at the bottom of this Web site. If interested in having him appear, e-mail him at schmidt_peter@msn.com. He also is available as an expert source for journalists covering affirmative action. Those on a tight deadline should email him at peter.schmidt@chronicle.com.

Hear interviews with Peter Schmidt

Jack Lessenberry of Michigan Public Radio talked to Peter Schmidt about Color and Money in August. You can hear the interview here. Reading the book inspired Jack to write an essay on it, which you can read here. You also can hear Peter Schmidt talk about his book on the NPR program Justice Talking and in a Chronicle of Higher Education podcast.

Color and Money Is a College Course!

Many college professors are now using Color and Money in their classes, but Jack Dougherty, the director of the educational studies program at Trinity College in Connecticut, has gone a big step beyond. He has decided to name a freshman seminar "Color and Money" and to structure the class around the book. He has graciously agreed to share his syllabus, available here, for faculty members at other colleges who may have the same idea.


Thursday, June 5, 2008

New Federal Report Sheds Light on Hispanic Immigrants' Education Problems

A new report from the U.S. Department of Education finds that the nation's rapidly growing Hispanic population is having some serious academic problems, mainly due to the difficulties many Hispanic immigrants are having in assimilating.

As of 2007, just 34 percent of the nation's Hispanic population in the 25-to-29 age bracket had completed at least some college, compared with 66 percent of white and 50 percent of black U.S. residents in the same age group, the report found. Although Hispanic people have made some gains in this area since the early 1970s, their progress has been slower than that of other groups, so that gaps between white and Hispanic students have widened.

Where the report differentiates between native and foreign-born Hispanics, its findings make clear that many of the educational problems being broadly attributed to the Hispanic population are mainly the problems of Hispanic immigrants. In looking at the Hispanic population in the 16-to-24 age range, for example, the report finds that 12 percent of those born here, and 36 percent of those born abroad, have left high school with neither a diploma or GED.

Hispanics born outside the United States account for 7 percent of the nation's 16- to 24-year-old population, but they make up 28 percent of all U.S. residents in that age group who are not enrolled in high school and have not earned a high-school diploma.