<p>KK,</p>
<p>Again, since you disagreed that AA=SAT scores, here is how researchers operationalize AA. It is all based on SATs.</p>
<p>"At the institutional level, we measure the degree of a college or university’s commitment to affirmative action as the difference between the average black or Hispanic SAT score and the average for the institution as a whole, arguing that the larger this gap the more the institution is probably trading off other criteria (such as race or ethnicity) against test scores to determine admission. At the individual level, we measure the extent of a minority student’s likely benefit from affirmative action by taking the difference between his or her SAT score and the institution’s overall average, again arguing that students with test scores below the institutional average are likely to have been admitted using other criteria, not limited to but including race and ethnicity. Controlling for a student’s personal characteristics and family background, we then regress these indicators of institutional and individual affirmative action on GPA, self-expressed satisfaction with college, and the probability of leaving the institution."</p>
<p>In all due fairness, there does seem to be some evidence to support the contention that SAT scores aren't a predictor of success for URMs. </p>
<p>"Our estimates provided no evidence whatsoever for the mismatch hypothesis. In no case did we find that having an SAT score below the institutional average undermined the performance or well being of individual minority students. If anything minority students who benefited from affirmative action earned higher grades and left school at lower rates than others, and they expressed neither greater nor less satisfaction with college life in general."</p>
<p>However, the same researchers did find that AA policies do contribute to stigmatization of minorities on campus: </p>
<p>"We did, however, find some support for the stereotype threat hypothesis, which argues that institutional use of affirmative action stigmatizes black and Hispanic students to compromise performance and well being. Our indicator of institutional affirmative action suggested that the greater an institution used affirmative action criteria in admissions, the lower the grades, the greater the odds of school leaving, and the less the satisfaction with college life expressed by individual minority students, holding constant socioeconomic background, academic preparation, and aptitude."</p>
<p>These researchers did not examine the effects of reverse discrimination on whites. </p>
<p>Fischer, M. J., & Massey, D. S. (2007). The effects of affirmative action in higher education. Social Science Research, 36, 531-549. Science Direct database.</p>