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
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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.



THE COLOR AND MONEY BLOG:



Tuesday, May 19, 2009

Study Finds the Brightest and Wealthiest Increasing Concentrated at Top Colleges

Research findings presented last month show that intensifying competition for admission to selective colleges has led to a rising concentration of top students at such institutions.

As discussed in depth in an article on the Chronicle of Higher Education news blog, the new study, presented at the annual conference of the American Educational Research Association, found that students who are high achievers or from high-income families have become scarcer at two-year colleges and noncompetitive four-year institutions in recent decades as they have focused their attention on getting into the best colleges possible.

Michael N. Bastedo, an assistant professor of education at the University of Michigan at Ann Arbor, and Ozan Jaquette, a doctoral candidate at Michigan, based their analysis on data from three nationally representative, long-term surveys: the High School and Beyond Survey of 1980, the National Educational Longitudinal Survey of 1988, and the Educational Longitudinal Survey of 2002. They focused on students who completed high school in 1972, 1982, 1992, and 2004, analyzing changes over time in the relationship between socioeconomic stratification, precollege academic preparation, and the colleges where students end up.

The researchers’ analysis was rooted in “signaling” theory, which holds that education credentials distinguish their holders from competitors for jobs, and the value of a credential is inversely related to the proportion of job applicants possessing it.

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