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.


Monday, August 11, 2008

"Learning Communities" Found to Help Disadvantaged Students

A recently published study says community-college students who are low-income and academically unprepared appear to benefit from being placed in effective "learning communities" where they take classes together and can give each other support.

Two Syracuse University-based researchers--Cathy McHugh Engstrom, an associate professor of higher education, and Vincent Tinto, a professor of education--conducted the study by surveying and tracking the progress of students at 13 community colleges around the nation. They compared 1,600 low-income and unprepared freshmen who been placed in learning communities, taking remedial classes together, with nearly 2,300 who had not been placed in such groups.

In an article published in the journal Opportunity Matters the two researchers say they found that the learning-community students were more likely than the others to report feeling engaged in their studies, and were more positive than the others in their perceptions of how much encouragement they received on their campus and how much they had intellectually progressed.

The researchers caution in their article that the learning-community programs they studied were by no means representative of all such programs. To be included in the study, the programs had to focus on teaching basic skills and had to serve the full spectrum of students widely regarded as "at risk," including those who had low incomes, or were members of minority groups, immigrants, or members of the first generation of their families to attend college. Perhaps more importantly, all of the community colleges involved had previously gathered some evidence demonstrating that the programs on their campuses were effective in helping academically unprepared students.

The Chronicle of Higher Education offers more details on the study, as well as similar research dealing with four-year colleges, here.