# How College Admissions Changed After Affirmative Action

The Supreme Court’s 2023 ban on race-conscious admissions fundamentally altered the college landscape, leading to steep drops in Black and Hispanic enrollment alongside surges in Asian American representation at elite universities. To adapt to these restrictions, institutions overhauled their application essays to assess applicants' lived experiences and dismantled legacy preferences to level the playing field, all while navigating intense legal scrutiny over socioeconomic workarounds.

[image delta #1, 0 bytes]



## The Demographic Shock: How Campus Diversity Changed

The fall 2024 admissions cycle marked the first comprehensive test of the higher education landscape following the Supreme Court’s landmark decisions in *Students for Fair Admissions v. Harvard* and *Students for Fair Admissions v. UNC* (SFFA) [cite: 1, 2]. The ruling effectively overturned four decades of legal precedent, barring colleges and universities from utilizing an applicant's race as a factor in admissions decisions [cite: 3, 4]. 

When highly selective universities released their enrollment data for the Class of 2028, the demographic shifts confirmed the predictions of many educational economists and civil rights advocates. Without explicit race-conscious policies, the enrollment of historically underrepresented racial groups plummeted at several highly selective institutions, while the representation of Asian American students saw notable increases [cite: 5, 6].

### Elite Universities See the Sharpest Declines

The most severe demographic shifts occurred at highly selective, private research universities and liberal arts colleges. The Massachusetts Institute of Technology (MIT) was among the first to release its data, setting a stark baseline for elite science, technology, engineering, and mathematics (STEM) institutions. The percentage of Black students in MIT’s incoming class dropped from 15 percent (the aggregate average for the classes of 2024 through 2027) to just 5 percent for the Class of 2028 [cite: 5, 7]. Hispanic and Latino student enrollment fell from 15 percent to 11 percent [cite: 7]. Conversely, the share of Asian American students rose significantly, jumping from 41 percent to 47 percent [cite: 7, 8]. Admissions officers noted that STEM-focused institutions face unique pipeline challenges, as Black and Hispanic students are statistically less likely to attend high schools that offer advanced calculus, physics, and computer science coursework, making holistic contextualization harder without the ability to consider race directly [cite: 7].

Stanford University reported similar realignments. The university experienced a 49.4 percent decrease in Black student enrollment and a 14.4 percent decrease in Latino student enrollment compared to the Class of 2027 among first-time, first-year matriculants [cite: 4, 9]. Meanwhile, Asian and white student enrollment increased by 14.5 percent and 10 percent, respectively [cite: 4]. 

Amherst College, a small liberal arts institution historically recognized for its aggressive and successful diversification efforts, saw its self-identified Black student population drop from 19 percent to 9 percent, while its Hispanic or Latino population fell from 14 percent to 10 percent [cite: 10, 11]. Brown University reported a decline in Black enrollment from 15 percent to 9 percent, and a drop in Hispanic enrollment from 14 percent to 10 percent, while Asian American domestic enrollment climbed from 29 percent to 33 percent [cite: 12].



### Nuances and Methodological Challenges

Analyzing the exact scale of these shifts requires understanding the complexities of federal data reporting. Institutions use different methodologies to count race, primarily choosing between federal reporting guidelines and a "check-all-that-apply" approach. Under federal guidelines, any domestic non-Hispanic student who selects more than one race is categorized uniformly under "Two or More Races," which can artificially depress the reported numbers of specific minority groups. The "check-all-that-apply" methodology counts a multiracial student in every category they select, resulting in cumulative percentages that exceed 100 percent [cite: 13]. 

For instance, Stanford's final Common Data Set for the Class of 2028 revealed that while its Asian American student population was 33 percent under strict federal guidelines, it was 41.3 percent under the check-all-that-apply methodology [cite: 13]. Similarly, its Black student population was 4.5 percent under federal reporting but 6.6 percent when accounting for multiracial identity [cite: 13]. 

Furthermore, some institutions experienced demographic fluctuations that defied initial predictions. Harvard University reported that Black student enrollment dropped from 18 percent in the Class of 2027 to 14 percent in the Class of 2028 [cite: 3, 14]. Surprisingly, its Hispanic or Latino enrollment rose from 14 percent to 16 percent during that same transitional year [cite: 3]. However, data from the subsequent Class of 2029 indicated a broader stabilization of the SFFA effect, with Black enrollment dropping further to 11.5 percent and Hispanic enrollment falling back to 11 percent, while Asian American enrollment surged to 41 percent [cite: 15].

| Institution | Pre-SFFA Black Enrollment (Historical/Class of '27) | Post-SFFA Black Enrollment (Class of '28) | Pre-SFFA Asian Enrollment (Historical/Class of '27) | Post-SFFA Asian Enrollment (Class of '28) |
| :--- | :--- | :--- | :--- | :--- |
| **MIT** | 15.0% | 5.0% | 41.0% | 47.0% |
| **Amherst College** | 19.0% | 9.0% | 32.0% | 33.0% |
| **Brown University** | 15.0% | 9.0% | 29.0% | 33.0% |
| **Harvard University** | 18.0% | 14.0% | 37.0% | 37.0% |
| **UNC Chapel Hill** | 10.5% | 7.8% | 24.8% | 25.8% |
| **UVA** | 8.2% | 7.2% | 21.6% | 20.0% |

*Data compiled from institutional press releases and Common Data Sets. Note: Exact methodologies (Federal vs. Self-Reported) vary by institution and percentages generally reflect domestic students. [cite: 3, 7, 11, 12, 16, 17]*

### Public Flagships Face Muted but Notable Shifts

Public flagship universities, which often have legislative mandates to serve in-state populations and draw from different applicant pools, also experienced the impact of the SFFA ruling, though occasionally to a lesser extreme. At the University of North Carolina at Chapel Hill—the public defendant in the Supreme Court case—Black enrollment dropped from 10.5 percent to 7.8 percent, and Hispanic enrollment dipped slightly from 10.8 percent to 10.1 percent [cite: 16]. 

At the University of Virginia (UVA), the racial makeup remained more consistent, largely due to pre-existing state outreach programs. Hispanic enrollment at UVA actually increased from 7.2 percent to 9 percent, while Black enrollment saw a minor decrease from 8.2 percent to 7.2 percent, and Asian American enrollment dropped slightly from 21.6 percent to 20 percent [cite: 17]. UVA administrators credited extensive outreach initiatives, such as the Virginia College Advising Corps and the "All Virginia" project, which targets high schools with large populations of low-income students, for helping to insulate the university from the severe drops seen at private Ivy League institutions [cite: 17, 18].

### The Surge in "Unknown Race" Applicants

One of the most analytically frustrating developments in the Class of 2028 data is the sharp rise in students who chose not to report their race at all. At Princeton University, racial demographics appeared remarkably stable on paper; Black enrollment actually ticked up slightly to 8.9 percent, and Asian American enrollment held steady at 23.8 percent [cite: 19]. However, the percentage of students marking their race as "unknown" surged from 1.8 percent in the Class of 2027 to 7.7 percent in the Class of 2028 [cite: 20]. 

Brown University saw its non-reporting cohort nearly double, jumping from 4 percent to 7 percent [cite: 12, 21]. Harvard experienced a similar jump, from 4 percent to 8 percent [cite: 3].

Economists and admissions analysts suggest this is a strategic behavioral shift by applicants navigating a new, opaque system. Zachary Bleemer, an assistant professor of economics at Yale University, notes that in past instances where affirmative action was banned at the state level, the increase in ethnicity non-reporting was driven almost entirely by white and Asian American students [cite: 20]. Fearing that checking a demographic box might subject them to implicit bias or reverse-discrimination under new "holistic" criteria, many applicants simply abstain [cite: 20]. This expanding "unknown" category significantly clouds the data, making it difficult for researchers to accurately quantify the total demographic impact of the SFFA ruling across the higher education ecosystem.

## Historical Precedents: Lessons from California and Michigan

While the SFFA ruling applied nationally in 2023, public universities in several states had been operating under state-level affirmative action bans for decades. Their long-term data served as a predictive baseline for what elite private institutions are experiencing today, demonstrating the severe limitations of race-neutral alternatives.

### The California Proposition 209 Experience

In 1996, California voters passed Proposition 209, a constitutional amendment banning the consideration of race, sex, or ethnicity in public employment, contracting, and education [cite: 22, 23]. The immediate aftermath was devastating to campus diversity. By 1998, the number of Black and Latino students in the freshman classes at the highly competitive UC Berkeley and UCLA campuses plummeted by nearly 50 percent [cite: 23, 24]. 

The systemic impact was profound. Research indicates that Prop 209 caused a "cascading" effect, where highly qualified Black and Latino students who would have otherwise been admitted to flagship campuses cascaded down to less competitive institutions, or opted out of the UC system entirely [cite: 23]. This shift resulted in lower long-term STEM persistence, decreased degree attainment, and lower average early-career wages for these underrepresented applicants [cite: 23, 24]. 

To recover, the University of California system spent over a half-billion dollars implementing race-neutral diversity measures [cite: 23]. The system enacted robust outreach programs targeting low-income and first-generation students and adopted increasingly holistic admissions policies [cite: 25]. Progress, however, was agonizingly slow. It took UCLA until 2021—twenty-five years after Prop 209 passed—to enroll a freshman class with a Black student population (7.6 percent) that finally matched its 1995 pre-ban numbers (7.3 percent) [cite: 23]. Furthermore, relative to California's massive demographic shifts over that quarter-century, the proportion of Latino medical school matriculants fell significantly behind the numbers needed to provide ethnically concordant care for the state's booming Latino population [cite: 22].

### Michigan's Proposal 2

The University of Michigan experienced a similar trajectory after state voters passed Proposal 2 in 2006. Prior to the ban, Michigan had successfully defended its affirmative action policies before the Supreme Court in 2003, arguing that a diverse student body enriched the educational experience for all [cite: 26]. After the state-level ban was implemented, the university's diversity metrics collapsed.

Between 2006 and 2022, despite what university officials described as "extraordinary" race-neutral recruiting efforts, Black enrollment at Michigan fell by 44 percent, and Native American enrollment cratered by 90 percent [cite: 27]. 

The core lesson from both California and Michigan is that socioeconomic affirmative action—prioritizing applicants by income, geographic disadvantage, or first-generation status—is not a one-to-one replacement for race-conscious admissions. While these programs successfully increase class and geographic diversity, they frequently fail to capture the specific racial and ethnic diversity lost when direct racial preferences are removed [cite: 24].

## The Application Essay Becomes the New Battleground

Faced with the inability to view a student's checked racial demographic box during the application review process, universities immediately pivoted to the one area of the application where identity could still be legally evaluated: the personal essay.

In his majority opinion for the SFFA case, Chief Justice John Roberts provided a critical, albeit narrow, caveat: "Nothing in this opinion should be construed as prohibiting universities from considering an applicant's discussion of how race affected his or her life, be it through discrimination, inspiration, or otherwise" [cite: 28, 29, 30]. Roberts added that this discussion must be tied to a "quality of character or unique ability" that the student brings to the campus community [cite: 31].

### Overhauling Supplemental Prompts

Recognizing this legal pathway, colleges swiftly redesigned their supplemental essay prompts to mine for these "lived experiences." The essay transformed from a secondary assessment of writing skill into the primary vehicle for understanding an applicant's background and potential contributions to campus diversity.

Harvard University overhauled its writing requirements entirely. The admissions office retired its longstanding optional free-response essay, replacing it with five mandatory 150-word short-answer prompts [cite: 1, 32]. Prompt 1 directly targets diversity, asking: "Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard?" [cite: 32, 33]. Another new prompt asks students to describe a time they "strongly disagreed with someone about an idea or issue," specifically screening for an applicant's capacity for civil discourse and intellectual maturity [cite: 32, 34].

The Common Application retained its primary essay prompts for the 2024–2025 cycle, noting a 95 percent satisfaction rate among its member institutions [cite: 35]. Notably, its first prompt already served the new legal reality perfectly, asking: "Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story" [cite: 35, 36]. 

Independent college counselors and admissions experts now aggressively advise students from historically marginalized backgrounds to weave their cultural, socioeconomic, or racial identity into these narratives [cite: 28, 30]. However, experts caution against simply performing identity for "diversity points" [cite: 28]. A successful post-SFFA essay must move beyond stating a racial identity to demonstrating character development. For example, rather than simply stating an ethnic background, a strong essay might detail how acting as a bilingual family translator built advocacy skills, patience, and resilience [cite: 28].

### The Chilling Effect of Political Pressure

This newfound reliance on diversity essays quickly attracted legal and political scrutiny. Anti-affirmative action groups, alongside conservative lawmakers, began viewing these "lived experience" prompts as thinly veiled workarounds designed to recreate race-based admissions by proxy [cite: 37, 38]. 

By late 2024 and 2025, campaigns against diversity, equity, and inclusion (DEI) initiatives intensified. The U.S. Department of Justice and the Trump administration warned colleges not to use "hidden racial proxies" in their admissions rubrics [cite: 39, 40]. Explicit guidance suggested that essay prompts asking applicants to discuss "obstacles they have overcome" linked to race, gender, or other protected characteristics could potentially be scrutinized as unlawful attempts to bypass the Supreme Court's mandate [cite: 29].

This immense legal pressure created a profound chilling effect across higher education. Seeking to protect themselves from litigation, several universities retreated from explicitly requesting identity-based narratives. The University of Virginia completely removed a prompt asking how a student's "background, perspective, or experience" would serve as a source of strength, marking the first time in years the school required no supplemental essays [cite: 37]. Other institutions, such as Lehigh University and Chapman University, reworded or softened their prompts to avoid flagged terminology, asking instead how a student might contribute to the university's aim to "make a difference" or "appreciate a perspective different from your own" [cite: 37].

## The Collapse of Socioeconomic Workarounds

The scrutiny on admissions workarounds extended well beyond applicant essays to the standardized data tools colleges use to assess high school contexts. For years, the ultimate goal in admissions science was finding a purely socioeconomic metric that could reliably yield racial diversity without triggering legal challenges. 

### The Rise and Fall of the College Board's Landscape Tool

In 2019, the College Board—the nonprofit organization that administers the SAT—introduced an "Adversity Score." The tool evaluated a student's high school and neighborhood environment, measuring factors such as median family income, local crime rates, housing values, and the percentage of single-parent households, assigning a composite score from 1 to 100 to indicate the level of systemic hardship the student faced [cite: 39, 41]. Crucially, the tool explicitly excluded any data on the applicant's race [cite: 39]. 

The Adversity Score was met with fierce backlash, primarily from affluent parents and conservative think tanks who feared the single composite number would devalue their children's high SAT scores and tie a student's fate strictly to their ZIP code [cite: 39, 42]. In response, the College Board rapidly abandoned the single score, rebranding the project as "Landscape." Under the Landscape dashboard, admissions officers were provided with raw data points and separate context indicators regarding a student's neighborhood and school, rather than a single judgmental score [cite: 41, 43]. 

Despite its explicitly race-neutral design, Landscape became a prime target in the post-SFFA era. Opponents, including the legal group Students for Fair Admissions, argued that the tool was an unlawful proxy engineered to achieve racial balancing by penalizing students from wealthy neighborhoods [cite: 38, 42, 44]. 

In September 2025, facing intense pressure from new administrative mandates demanding transparency in higher education and explicitly forbidding hidden racial proxies, the College Board quietly discontinued the Landscape tool entirely [cite: 38, 40]. The organization issued a brief statement citing that "federal and state policy continues to evolve around how institutions use demographic and geographic information in admissions" [cite: 40, 45]. 

The death of Landscape removed a critical, standardized tool that admissions officers relied upon to efficiently contextualize the achievements of low-income, high-achieving applicants. Moving forward, colleges are forced to either build their own proprietary, legally defensible environmental assessments or evaluate students with significantly less contextual data [cite: 39].

## The Domino Effect on Legacy Admissions

As the legal justification for affirmative action evaporated, the national spotlight immediately shifted to another highly controversial, long-standing admissions practice: legacy preferences. Critics spanning the political spectrum quickly argued that if affirmative action for historically marginalized groups was unconstitutional, then "affirmative action for the wealthy"—granting admissions boosts to the children of alumni and major donors—was equally indefensible and anti-meritocratic [cite: 46, 47, 48].

Academic research validated these concerns. A landmark study conducted by Opportunity Insights based at Harvard University demonstrated that legacy admissions serve as a primary mechanism driving up acceptance rates for applicants from the highest income brackets, disproportionately benefiting white, wealthy students at Ivy Plus institutions [cite: 46, 48]. 

Following the SFFA decision, the systemic protection of legacy admissions began to crumble under a wave of legislative and institutional action.

### State Bans and Institutional Retreats

| State | Status of Legacy Admissions Ban | Scope of Legislation |
| :--- | :--- | :--- |
| **Colorado** | Banned (2021) | Public institutions only. |
| **Virginia** | Banned (Effective July 2024) | Public institutions only. Bans preferences for both alumni and donors. |
| **Maryland** | Banned (Effective July 2025) | Public *and* Private institutions receiving state funds. Bans alumni and donor preferences. |
| **California** | Banned | Public institutions (longstanding); Private institutions recently banned. |
| **Connecticut** | Weakened / Reporting Only | Mandates colleges to report data on legacy admits, but stopped short of a full ban following private college lobbying. |

*Summary of recent state-level actions regarding legacy admissions in higher education. [cite: 46, 49, 50, 51, 52, 53]*

State legislatures moved rapidly. Colorado had already banned legacy preferences at public institutions in 2021, but the pace accelerated post-SFFA [cite: 46, 54]. In early 2024, Virginia passed a unanimous, bipartisan bill banning public universities from considering an applicant's familial relationship to alumni or financial donors [cite: 17, 54, 55]. Maryland went a step further, becoming the first state to successfully ban legacy and donor admissions at *both* public and private universities that receive state funding, passing the legislation with overwhelming margins in both state chambers [cite: 50, 51, 53]. California also expanded its public ban to include private colleges and universities [cite: 49].

The pushback against legacy admissions occasionally met resistance. A proposed ban in Connecticut was significantly weakened after fierce lobbying from private universities, most notably Yale University, which argued that state governments should not intrude on academic admissions standards [cite: 51, 52]. The resulting Connecticut legislation merely mandated that colleges report data on their legacy admits rather than banning the practice outright [cite: 51].

Simultaneously, a wave of prominent private institutions voluntarily ended the practice to protect their public standing. Wesleyan University, Amherst College, and Johns Hopkins University eliminated legacy preferences, citing the urgent need for fairness in a post-affirmative action environment [cite: 48, 52]. Furthermore, the U.S. Department of Education’s Office of Civil Rights launched formal investigations into Harvard and the University of Pennsylvania, examining whether their legacy and donor preferences explicitly violate federal civil rights laws by operating as a discriminatory practice that harms students of color [cite: 48, 49]. 

Ultimately, the SFFA ruling did not just end race-conscious admissions; it catalyzed a broader dismantling of inherited advantages across the entire higher education sector.

## Bottom line

The Supreme Court's ban on affirmative action fundamentally altered the demographic composition of elite universities, resulting in immediate, severe declines in Black and Hispanic enrollment while boosting Asian American representation. In response, the college personal essay became the primary legal mechanism for assessing an applicant's lived experience, though tools measuring socioeconomic adversity have faced intense political backlash and cancellation. As state legislatures successfully ban legacy preferences to level the playing field, the college admissions process remains in a state of chaotic transition, with the true long-term impact obscured by a growing number of applicants refusing to report their race altogether.

## Sources
1. [Harvard 2024-2025 supplemental essay prompts post-affirmative action](https://www.youtube.com/watch?v=-ccGTm9pRkU)
2. [Harvard Supplemental Essays 2024–2025](https://sayhellocollege.com/blog/write-the-harvard-supplemental-essays/)
3. [Harvard_FY_supplement_2024-2025.pdf](https://college.harvard.edu/sites/default/files/2024-08/Harvard_FY_supplement_2024-2025.pdf)
4. [Harvard Supplemental Essays Strategy](https://orieladmissions.com/harvard-supplemental-essays-strategy/)
5. [How to Write the Harvard Supplemental Essays](https://blog.collegevine.com/how-to-write-the-harvard-university-essays)
6. [Common App essay prompts 2024-2025 changes for identity and race](https://www.accesscollegeamerica.org/post/how-to-answer-2024-25-common-app-essay-prompts)
7. [Common App Announces 2024-2025 Essay Prompts](https://www.commonapp.org/blog/common-app-announces-2024-2025-common-app-essay-prompts/)
8. [Diversity Essay Prompts](https://www.collegetransitions.com/blog/diversity-essay-prompts/)
9. [2024-2025 Common App Essay Prompts](https://www.collegeadvisor.com/resources/common-app-essay-prompts/)
10. [MIT 2024-2025 supplemental essay prompts post-affirmative action](https://www.cosmic.nyc/blog/acing-carnegie-mellons-2024-2025-supplemental-essays-4tbbh)
11. [How to Write the MIT Application Essays](https://blog.collegevine.com/how-to-write-the-mit-application-essays)
12. [Amherst College Class of 2027 vs 2028 demographic data](https://datausa.io/profile/university/amherst-college)
13. [Race, Admissions, and a New Reality After Affirmative Action](https://harvardindependent.com/race-admissions-and-a-new-reality-after-affirmative-action/)
14. [Harvard releases race data for Class of 2028](https://news.harvard.edu/gazette/story/2024/09/harvard-releases-race-data-for-class-of-2028/)
15. [Harvard Admissions Class of 2029 Admissions Data](https://www.harvardmagazine.com/university-news/harvard-admissions-class-2029-admissions-data-ethnicity)
16. [Harvard's diversity in flux: Black and Hispanic enrolment drops](https://timesofindia.indiatimes.com/education/news/harvards-diversity-in-flux-black-and-hispanic-enrolment-drops-as-asian-american-numbers-climb/articleshow/124763243.cms)
17. [UNC-Chapel Hill Class of 2028 demographics](https://www.newsobserver.com/news/local/education/article291920935.html)
18. [Percentage of Black, Hispanic students in first-year class drops](https://alumni.unc.edu/news/percentage-of-black-hispanic-students-in-first-year-class-drops/)
19. [Recovery with Limited Progress: Impact of California Proposition 209](https://healthforce.ucsf.edu/publications/recovery-limited-progress-impact-california-proposition-209-racialethnic-diversity)
20. [California banned affirmative action. UC struggles for diversity.](https://www.latimes.com/california/story/2022-10-31/california-banned-affirmative-action-uc-struggles-for-diversity)
21. [Research and Analyses on the Impact of Proposition 209](https://www.ucop.edu/academic-affairs/prop-209/index.html)
22. [How UCLA has responded to Proposition 209](https://newsroom.ucla.edu/releases/how-ucla-has-responded-to-proposition-209)
23. [College Board drops adversity score and shares its methods](https://www.highereddive.com/news/college-board-drops-adversity-score-and-shares-its-methods/561871/)
24. [The College Board Scraps Controversial Adversity Score](https://www.heritage.org/education/commentary/the-college-board-scraps-controversial-adversity-score-continues-plan-weigh)
25. [The Real Story Behind the Demographic Swings in MIT Admissions](https://fedsoc.org/commentary/fedsoc-blog/the-real-story-behind-the-demographic-swings-in-mit-admissions)
26. [MIT Admissions Analysis](https://test-ninjas.com/mit-admissions-analysis)
27. [MIT Affirmative Action Decision Diversity](https://www.wbur.org/news/2024/08/21/mit-affirmative-action-decision-diversity)
28. [How widespread is the practice of giving special consideration to relatives of alumni?](https://www.brookings.edu/articles/how-widespread-is-the-practice-of-giving-special-consideration-to-relatives-of-alumni-in-admissions/)
29. [Banning Legacy Admission Process in Higher Education](https://journal.sanford.duke.edu/article/banning-legacy-admission-process-in-higher-education/)
30. [Post-SFFA Decision Resources](https://www.acenet.edu/Research-Insights/Pages/Post-SFFA-Decision-Resources.aspx)
31. [Legacy Admissions Explained](https://www.washingtonpost.com/education/2023/07/28/legacy-admissions-explained-harvard-lawsuit/)
32. [Determinative Action: The Approaching End of Legacy Admissions](https://scholarship.law.uc.edu/cgi/viewcontent.cgi?article=1569&context=uclr)
33. [Princeton welcomes Class of 2028](https://www.princeton.edu/news/2024/09/04/princeton-welcomes-class-2028-growing-transfer-student-community)
34. [Princeton News: Race Unknown Applications](https://www.dailyprincetonian.com/article/2024/09/princeton-news-adpol-race-unknown-applications-affirmative-action-scotus)
35. [Stanford Class of 2028 enrollment data shows decrease in Black, Latino student enrollment](https://stanforddaily.com/2025/02/13/class-of-2028-enrollment-data-shows-decrease-in-black-latino-student-enrollment/)
36. [Stanford admits class of 2029](https://stanforddaily.com/2025/04/03/stanford-admits-class-of-2029/)
37. [Final Enrollment Data for Class of 2028 Reported](https://news.stanford.edu/stories/2025/01/final-enrollment-data-for-class-of-2028-reported-in-common-data-set)
38. [Brown's Newest Students Numbers](https://provost.brown.edu/communications/browns-newest-students-numbers)
39. [Brown University Welcomes Early Decision Students to Class of 2028](https://erudera.com/news/brown-university-welcomes-898-early-decision-students-to-class-of-2028/)
40. [Amherst College releases first-year class data](https://amherststudent.com/article/college-releases-first-year-class-data-after-one-month-delay/)
41. [Amherst College Class of 2028 Profile](https://www.amherst.edu/about/facts/secondary_school_reports/class-of-2028-profile)
42. [Lessons from Michigan, California in admissions case](https://news.harvard.edu/gazette/story/2022/10/lessons-from-michigan-california-in-admissions-case/)
43. [Decrease in Black Enrollment At University of Michigan After Affirmative Action Ban](https://blackyouthproject.com/article/decrease-in-black-enrollment-at-university-of-michigan-after-affirmative-action-ban)
44. [Maryland Moves to Ban Legacy Admissions](https://insightintoacademia.com/maryland-moves-to-ban-legacy-admissions/)
45. [Legacy Admission Ban Passes In Maryland, Falters In Connecticut](https://www.forbes.com/sites/michaeltnietzel/2024/05/02/legacy-admission-ban-passes-in-maryland-falters-in-connecticut/)
46. [5 states weigh legacy admissions bans](https://www.highereddive.com/news/5-states-weigh-legacy-admissions-bans/711428/)
47. [Maryland House Passes Bill Banning Legacy Admissions](https://www.bestcolleges.com/news/maryland-house-passes-bill-banning-legacy-admissions/)
48. [Expert advice for applicants on writing race-related essays post-SFFA ruling](https://www.eduavenues.com/blog/affirmative-action-essays)
49. [Writing a College Admission Essay](https://legaldefensefund.substack.com/p/writing-a-college-admission-essay)
50. [How to Write about Race in the College App Essay](https://www.essayhell.com/2023/06/how-to-write-about-race-in-the-college-app-essay/)
51. [College Admissions Essays Race Affirmative Action](https://time.com/6293513/college-admissions-essays-race-affirmative-action/)
52. [UVA Class of 2028 demographics show minimal demographic change](https://www.cavalierdaily.com/article/2024/09/u-va-s-first-post-affirmative-action-class-sees-minimal-demographic-change)
53. [UVA Class of 2028 by the numbers](https://uvamagazine.org/articles/the_class_of_2028_by_the_numbers)
54. [New Law Bans Legacy Preferences](https://uvamagazine.org/articles/new_law_bans_legacy_preferences)
55. [College Board ends demographic tool used by colleges to skirt affirmative action ban](https://www.campusreform.org/article/college-board-ends-demographic-tool-used-colleges-skirt-affirmative-action-ban/28599)
56. [College Board quietly eliminates tool designed to find low-income, high-achieving students](https://thegrio.com/2025/09/08/college-board-quietly-eliminates-tool-designed-to-find-low-income-high-achieving-students/)

**Sources:**
1. [harvardindependent.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHlznDUBEipMnd7gLojrCTrMH_-NJQdiEQdxKG88PcjIBtUpo59X9bI4IMIrzr0NruXEyHFsAG1nhH-jGTMdhoWJRRQfXkRe-zhxb9g63T_fZzHEkif2AF4ARANLZt8aLYwkBPPJIIL_XhNG6t8qxhh5qV3vcr-twVRmBGkY9xg6dRjbXc4Mlh_byqPfprM1Q==)
2. [newsobserver.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHgU-kOCMFpBsf5zw9_cBBh6L6z3sTWJABDNXXR6BseX-8iBKFW_h-7z5ntebiuwUVoDwRyMd-IoNM0VRcB7bFZ9aL0FwoVm6EDofKhipxxPY3HqyBGNMacDqFeMgkhTgE8rtREFLU8Joa7hpPGLDKVdHS7i0Db_14nnFEj)
3. [harvard.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFp0HKkVVQo9DOtMGRtu-bbHhmX5J01eSxQFnkBnsEW2zpSzWFtsFA32ky7A0F99tUGdTdk-Z1WJPf31U5hFOaSriIVxH53y6qWgrUoKMki_dYfaAm7L3KfEaWmolJDPGyTO7gDft-dgGGQkKUBwihjl9BRCtVL58SjsnMynAkFCVwsMmqeM62B6Lzt-z8IvTxf)
4. [stanforddaily.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHFpaVlBeFDYhBj7xeCHwPMrmDx9Px4OcUZwYXInWdXTYP5HAB6ntKVCtHxsvY_DZUdAjJtqgMgdAVimFqsk1u8tGVOJarsk0mO9rhaAPbVVvJ_ZF6lte-sGEQEztqMYs6Kj2geox-VmRRdpCKyGcZBz_8xEpsSyy0_ZSFIUSPi_fOmmIiiJ0uaLAgYFagu4pY4YodIJ34TYd_jGwCzoQGip-nFdSq6oifwAQ==)
5. [fedsoc.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGWnzTNuiXsECQNrEJK8kUgO8Ibhh9jdxMxCrP9ZKVeOKBYLUZ-RiD1VZJYp7DI1i4LMt6GId9_qtlsYXq6hjPgNFL230YcYF8hf213-TCBzrPIFrH1DeMbfJzFis8ibBHyNOckSYOvZ2HLUUdpIdGZ6eoTGa5qyvnpaa5iPNk7FSKffY4Fqj78nRvlpvF1_mxb5XAuqBVroF7x3pzV)
6. [youtube.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQG6zT1X9GmDKTLtbi6R2mZcr3Un2KEK9Tvq-1JbRYmWlgHceEluNZWu3MA7FavOQLwyhL3PoDju2kTmzKm9EBScMQKGSO81sFJAhw1oKm_uwU5l8iyx-OAGtODQ4suWcPs=)
7. [wbur.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQF9MwCIH4DJroyEz-9286290P-Hsr8Xtz3DJ6BBwt6NxyZ6tlK7FdcQepBm9QR9cyfgXngh7MqF5XARmnxEAN4FrEZ1gv3x23iypAaKEz2CGAXBVUJnbA4bXaOaSEklOSPdTyF3XFYqJO8xH1bTkkAlRhriGqw4s9OOhqjCcu8SIl7zkQ==)
8. [test-ninjas.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHJl75o-yyor-eqf5PnT8TxrGq9N3J7Hn1lT3hmJmqQqNZIL3TRxV_vL4Ge2F78O4uZURzhp8_UYXEC6d-fVWfPEju2WBHJTDFt7tuUk_7kdjlaVs2CuBsFo-_Gsq7t5Fk8Bcau)
9. [stanforddaily.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEFDcYO_QjE4x_3QOUi-UpVnSc4KgsVvALaCX32RLCzxuAxm9EQl_wLShI-9tAOYT13-KJ1JpSuQU3hZeHke_4e_-LRM_23AjMYgFP6ltUJF-0u4XNIftXO8sY2ibRQ4k1R-z9yfxGhORyM12yerNFnQKBujd9zv0M=)
10. [youtube.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHG78dVuJYRwQL53pCDvV6lqeupZ2bWQxf0JEpLBDeTgliFnsxv-T1dy0MzN8Un0mZr_My751zwKxfMxHy-E9esqakAxQoTpkkOAxxqKzkkZ_x-Di-vc8qdRbuOw6N75Ds=)
11. [amherst.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHQJUPDL1Sykk6IjVhXEVdJwKE5ig0v4KCr8Zk-paSSCuMNp_bpBPakEGsNwhttlvQd0nYnnzAZr9jj8jMMtYm8mlCn7jj0RWRNo6HuAvMYhL7dqszgzkeOy7ioxWj9lpoufrPS_iCHNgw7Ua6t3npfOYOI24mpSO1Ory3xGaeHuT_1j93ct2o=)
12. [brown.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFnw3pVe8w95tJZTMCxI9rtKksU9dG6vnlxNojIpQB-S9Ip_bEbcptHnc1qJtO1UJag4maUYBYVgX6QIESfTyvAjWoHEmcmIQR9fOp-EYsP9SZozF_mWthMZV8MKvfBb5q7fz5adwgQ)
13. [stanford.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGTalsG7S3O21FmlqlG0JkhWLYYn1wsZsJiHXim8zA-7VDTE1cFNHxDIy8fB1m0d0n0C3aZN-X-sCXf07q5e8Q8P7vUrFfbOJbxEuI-M_CtQ1KgHWSTBwmwb-tFgBDEjPQKFidqqpwkJFEq8lZYCiGDBVTZ5wl0VHMBP4YXhNGip47c8wQK0WU120kkCzS9_TgczKWYbPnsr_XbrJRIQZRmqSE=)
14. [harvardmagazine.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHJDeyyJPL9Sk6ucwKGPiMLZmQabwAtP8tf-Jf4pqW_D4K2YsrTJv7NjkhYq05iVKRcNnRcFo1VKuUNLYUqqAe2-BDO3BVlIOLVD27BN5m3Nw9W-1KSZw6l5NwCWk4dzRzdwAp3YUHrHsWaA15sf3BEcDEPya5GfxRsG0wJ-lHEwNJjdAC-VmehqQ==)
15. [harvardmagazine.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFP7lZ9jsqaq_-vYZijnU3I4IbWhDgiK0ZYnjjdu4CRPxOxf7glnXkSZEx4zaAr4p-EqWEuf0HuedSToZkzmTV5cZaQuJ4T0ARjfoRR59dX0KJ1FuMSGTs4SQx_pPMgCU7j2oYzXBiHxsSEUIIWHozUrfDOFXcFDcRkbvlM1EQWXKbWdBQZ7jxPYLoCBwgAX0vXX7D4OmdC7VWNmic=)
16. [unc.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGu53mGEddJpiB_VaTtmdildvFyOFWmO8u26wtQfKUzJmeA6GgLUojmSEPA0jy_EQ2EIsnLMidHlzk1RGhFl9_sYFp9fniXsOCcaH_6x0FnR3QkxOPXCDshucekLCtkfxJDhgjXqFTEDKWv1JESO6crl2pR1S9D0FW16fJ7Inau5MVhCXGEvtFYFcXVL4Rv3X3v)
17. [cavalierdaily.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGumHxdorzuoT_2jkrmtthZVERmMGpOjwWwkYdit6kyE14AtqE5jwuXzx6aVUKypostwA1-5Nu9htX7XpS3aIHh_7fCMtdLBclK3eoCJjokPKwK2DwBqSxOeKO0F3t3wzgI61Z6i_8m6UNW4Ad3_RWNdpswfWnhMA42KZhAuqedsw75fmSEslp0aDCxuSFi2AInHlD8iD0o121YN8IFsmo5aQ3JLYJPZ6K3IrXx3Q==)
18. [uvamagazine.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHeWW45Sab7zq-obA4g_3DSWbasB_27qyI0LoFQ7saAyZoVyEA2mTti8VuzaRYlDRXZ9cgN85g1r3xuZbBoL9wgaor50H-vJahiL8EId1T3uh_hhtxhXbBXyBs3NOCJiTbq_GLiDShITuqQ5cXRJdW6Lv1hPPIX)
19. [test-ninjas.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHzXQWKznsDV-hSyLxhKrNVtKyQvvdF5-VClzUVdyWoHJZjSbDCRd4oXbp0kf0WzYj7JRGpq9fqT03lfzgBz3OA1eFSzVbw6loQEeL5gg3i1EeauYL3me3XYgtTgNIcnLho9QqE1GevAfyC)
20. [dailyprincetonian.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHS5o-8s33aJy_S2b6L-F1fVtacwzTrmVpMGiYj2AMSEig997VZ3bNSBOMVZ-YcK8Koa1FAOvVXwtqhHcD0XSaxsvSZvCTWYrqmiA2BhsRHopMbIR-9oGWpqenAgQDiDbE9RwQkwkSQk7oBeb3tQWf2drtP9DY1uG6guKPgwsyNcADaK1K3AMbntY3GPnvTYkmay5wifDtLmqpH_R5Z90M-4KS0ymZGZXnh-tz9kHQb)
21. [brown.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFsaevgcFdYa3AICL2I2uO3kjzwBTYfb6THYCy8pCMm25wU2VwDNSpfYcrqs4jUyh5vz9DV4YE26ls5gLrJ1Yfzumqjb8JIStXtQwD4KERdspkA1k-Va2DfcSxcQdcGjVjAIF1B1mccoJbYou_DvTiti8jakHwLI5NCgV1e)
22. [ucsf.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFGZzwsbS5w6teKpE559niCW2eaANDMnkRAlACUL7scrua50JZFTjGX8OCH5JfpHwkLOExW0173PxOIrgWKVNxzjnGkZayAWRnZOrezaUFae9E98aCIHIrANZ8V0WfR5VUuH8U4mXzoxPSplXwWVoYRhf2fo0WrxF4k7YXhJbSPmFBtVPUFH43MO3DozziHdagsjYu9IkDVMXHEwbEAJORNkSfx6J7bibn7kk_RsafuXUQ=)
23. [latimes.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQE9G1nqnbkJ5eme8i6OnUjfB8ihI7s34rYBoEI2GEHMdot5Mp5TA6djccicF2tkIyXBf7Gz6HYQfncS7ztKD0l1b4FI7yDA7Yerh-wkINwoxPzwvDOo5LdnTlFlEwffjBQW0hJulJhcR7C3-Kcfi9Fil9MQsKoutfaybYrguMLD7iRgHgQWH5hIfQ80eQB3cNbWFm3DtqqFwwr_VYkZmqgfNTX6zyoVqq8=)
24. [ucop.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEg_oFGukf-rR0t2emz3TU9OYntASlPXKyv_W0_KQHJfV_t35bvvwv7RC9lmw9-m9epK9FCeIowEJrzOqr_3kiwOj_6P91R4u-BiGnOJf4D3Z0FidfwMvdIFxNLzlV4LkNCGUCNG3-uuA57OA4QMBVi2u9x7l2YaLizU6O6dszoEOYorM6ni7jH8ZS0s3IImHkTSwo=)
25. [ucla.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQH5egew60ayg056m38bkqAahj6PFriv760HBq1uJOI3uIsm55ZoORX7YyoSSTycG6jaaaaksyGtzTmbVe_3wY9K43WJlEAq0Y5QQe_ynjGtO7cwKL5VC7EdYGNm6KPsnFRVgINB132GM4zNVMfJf7Fx7E5aUwFYKr3KkiMRLHn_6Zw=)
26. [annarbor.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFkLFOpWTpeHlRbjLZzxx1FpOhFHd9GKCDdhgZsOa9IykkzKvBVg6P7qHm3IsA8WhBizsYqtxSj_00JRWaZ1CBjvq7wXR1Bp7xiehejohvCgkdxrFzxdg4U8S9ZG6plSvmjjknHYtYRSHPk_DafZyJJ2P532nkRSYFVcJ681Ph8nkmEVqbh-fljt4oMJtUydNo7GSk81-TA8r5_Q4sW2DdoINw2L4QMHp4L9Sbfero=)
27. [harvard.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQH8cQspw19y_4nI7BsQ4VoWDS3Rti2yzcsLm21GNlKdNkXdolQzKkTnrh1gDM30fp--3x3FpH7yNPfLvYL2PbrcZl6gum1ytolxbF5_qSveZ7ERdw1psChc2jc1ZhI64jebSZ6rFQrbRVduC_sEmh65rUsALZ4KaNOgDcLlF5y5U8L5-PGXDIHHRE-Eg_FSR1DeXgurF9BIcA==)
28. [eduavenues.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEwG4CNHmd9O2YuEAkL0wbcYaGysNrLwrGW4D9wSpOfuaobgmm47uonKTuVyPaIYVbaD9xGd8Uzqps52VLedBo_MCk3LmVSB1S09r47xkgLVg72VT3aNq9uPh8LJPADCawcrnfCZA1V4fJQipYb1g==)
29. [substack.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFiJnPAzKhnZly2NSJUd_RAIxukK19dSLMCHUBkQT0EpMfqxauHxxvPkSPwup4NK1qeTyGVb8itXsIb3Rsz1F9lH2svAgYMYJTua5WmlDsNLxe_ZegJvrMC2HKaf1Z1UWoxZE-lqfjGYgU7s_z5_bll1HFexYi4dEvkhw7l37Q=)
30. [time.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHQ2KS56AhQ87iRHMh4kYCrcqS-De7fFX0T8GlvMNmADvjvT3-BKNf5goppDqQtKWyUXmXeiMux5IHO8pfRFOkTVeDPHEBZ34KTE2xGTcJtL9ScCH8fnhE6LcF092fuUOP28PHhvs_Ypa4oe2fdVIPU_-OHsYCpSiUKvUnAclFeLw==)
31. [essayhell.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGm0fWkdPzCiHUGhGK6k5-qIuLf9Ur1_c0Q2STohur6ORCfIufTzPkR1qGgPQsfVZ94h_f7rBNZ2mxsmTAGplm7EwM0u2oQNZkjihIHEEdFSTwSAVySEaJG9A0Zf8jgl7QUxbZvnWggwJh2q82jY8qFBx-I-HaeOfLu_Mj6Ps47z9KbZFj8whUS)
32. [youtube.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEIdtGKfh4M1DLewScMQc5101ruwOC_phmnxClvdB1Ii1h7SAXdovHcOy25vmoJ7N2sr5kznCLfsPrzptCtG7belp17MIguQpjCcRaj5b8ItxRZn-RsVYWMdPd5PNDfOQ4=)
33. [sayhellocollege.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFCxQUXPhEAopqcudmLxJqB8SFe4z532NGbmCCHDNBhne93Nocd2sTB365Xk-TbER7RLy_kab0IjcDfaUSHN3b-gABT_T4FhcCcLbdTVdKuIJf7m3RV3sOQUzJZLpKxKmxcoe5O7IEHE1MgNyCIcZReDCZqtnAF_h5bxnC4)
34. [orieladmissions.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQE7O5ugXcunpVBsIYfe84UbQXROax8IPS8LOCHBBN_K2U-1I-p6e5xoFpG_G_hPXp9DLi9knIAcbcTc7Y-kyEKrowZqs1Of7-FA5OmK8_5blz6UjzZ__ucblycg1Cemqwvrc8hMHgFe-pPPMFN91x0ACkw9KIvs)
35. [commonapp.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGpSq9XTjLsBF8BeyMt3pf3lamWLUrrYAbefovA4UzM-G658PTPJKqJv-JHiR53jNOKHX_QJbEfEeSTRb4ueCTG7MzCFRi4HRT4IQsDGpNwBzndGOYQYn_qnYdrQrUCzfRfMvxC_18axxt_3EHcTAFNPhNWYQxtrkgt-rlvXBVzdcYPKIO9XSnxM_5VfA==)
36. [collegeadvisor.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEUOYato-CGiVInJOgcrd0g_lckDVyJ52vViSH7jvg1gv4WruLea6gHxmPltxk1QonDhDMHw0PrJapOhIdm4ilq4c4dqVbNFob7NQNkQf8UiVxOxO7HhiFTE1RsN-0qU5wL6MNKW2lfQgii7MwgxAjKxTmu_8UsqA==)
37. [collegetransitions.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQE1C3vzhDtRTYFgECNLKadK-7weoE1UVP36ByTL2LrrAu7DhkJkFkWglwGBssIieSee6rloMW-cfhSZemREnaRdzW7PsiNmh_qC8x-8GEyVC4drhx3K3ltyOkSDMs4ZUlG8qbEGUjxooSMUwea09S1XylQrDGs=)
38. [campusreform.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQH8kEL_bVhSSCJ49Gx4W5bnbhnC7te9ZKF6YwcxODntrk5eCZJiJwJM-MAeFzFUzZJ0OTWazdSAGPSDVDTHX3r0MbQWwelg2VYo3PInD-Z1jkZzdF4zPUOnKtV4ROVRVtnTNmvJQLDNcsHY_3BxJ_ls0Vna8htvIyLT7_rSLWwWTZNCgtV9F6qut2FiC-i3HVlzWwX5zwp6WH-whvZKUU1whD_bdjZhzm2jngbEgTo=)
39. [thegrio.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHkfJ6xL45HeirMVee1gb-Z0TA8qvTP-C7cNOG3hYqjR3-Revnglt8AD5EjfOxcyb7b7DwcW_1gQMiPN3T5cgSfTfDh0TaenvpV1N6Zpve3r69nUsJUnFGd-ZCAg3X0KQOFKidcDqvc-J55dtFVcKKVvp3IjefWM4aq7NsrdWttXxPvg77H34htms5iRiN92xDfFZbD_F9u4xd81BxSbqe1538QwNUcDI8bPfKnI60=)
40. [insightintoacademia.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQH39MFOe4LGoIInAVpwn6ipl2H3TvWYjAgoleg956aV3LY5q8PwEKOS-HdzZ0lBh4wygZ0_bKN4y3Al7PG6mC3KNNShgY6PF_N-Np1EsTr8uHZZrb8utIfDkDPz1dmp29-Bpp3gNLVlTQBdqo_avp75wfjMe0M9t9A=)
41. [highereddive.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGh1VVGnWTiKgj2v-rETzbQu4p1tk5OC9jDNg5p1dVYejdQw4NQa_XjkEbUlf6jKGyM-26h0IQoY2ri8d668CJfrWKRQAEachPRroVd5KQ-GVtJilkULJC-YnLV8YwVee1B5hxyi5nsMQm1uTQFg0HTghTnzkWG2fQtcI2f2pQyzdXPNfyGLSYQkgxaxVwqPHKZC7KmhevaHbU=)
42. [heritage.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEHCa7s3z4BHgISdMmPovW_xDhHXsqbVql6QKehgW70N_AuTAKDBrbQ7h1xUSROsoAqU0nGnpm2bscYMyMla6xAxvnYFQ6IdFK8zNJtzpovrdEcXRxfVgDXiAvVopAXGkCK6n824tI7K-KpR1RcmZsPRVIYR-gPJRR8Y3O5wFgV2R1ePEep2oC8D9JHwyl1ZmrdVYc6SivoaZGNTmps3YvdAeKV8BvjGZjVC27JEjM=)
43. [reddit.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGfqrPp-MOvloaqILIn9OkTlwDUP_sIhtm4kwQGC-xfOzz3WjTwfa8bhGdbbSs9TQLiEDRBgvbqLvwc08-Wij5_p1v7p4q415tSQoQXtmOVF4P3c58KXwjkCp6-Fr7Le8hzSUyNFUTqsJ8Kipy0MSmpb97ifvQVx1lGssA7Qgt8bOUt0HeV6GLLuHOeE7V3juFyj57gVwWfgFUpls4ouaxv)
44. [georgetown.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQH8AEZNp5gRAv3_YyXcK4xrpt15DhggutQonYKKVsmTScDCy2EeYJ50DdnVRDrccdVzluIx3GqhSWBs9HTlAM0F7_893ALdX9bMrRQSTcSE3iCK5Tz8rNSVU6nADVWQ9RPVg4KU7eWEk0OEf1JAhj-nYHPLLH6VhkCFM--ROl1R6AEmff6P_fAdccLvoNgNvLoqIbDE1kji-SdDMeDMx82ei0WRsxa2a35NMbgxg9K2WSOq_gyCms7QbGOHnXoy2E5s4fyWVzPd7QSVtgJ_mH4=)
45. [collegeboard.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFu-6n4OJgGEKNaMnOOe-qz0EKg5BGu81wLstTfrhgKMKBIYPtCYEBlA_5FewdUsPvBnSnu-o7Bje7cHDFHAQUORBJevMyCrONh-4oFJE2yjxZNDMpGEIgOYrzHD65DQBZmOvR1LZnjyQ==)
46. [brookings.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGRBBLi2eCd0vChUxU0SyfhhLewyXzZ6oumemkmaKwUpqDeEUEDPQGimvkYyFWm0m-ntaUVqdFznKcndLXgFGJYtwWMdhsS4D_1DdjDM3D3-eMmq0qdETfHGqDwtYXL-mwJQreIOfOy5Vqxnrc8R4gZDSjsFHbLg9tua_lMkANWGDsGXDSqaNrnSV-E8V8zkCMRJp9GbSMP7zzydvBWUnI49Iphcun7tfYWLscEmk1zbrpXrnpOY5hB0NdFo0k=)
47. [duke.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEx1FaQGZzmCVdT5T8gw60nLsVKAvWJbZ7icTjSyklJRcE6_uvU6V9-brhH0b8_JZGxoArSZJb-xpXsr8JovDMXSluzR8mPyzFBV98wrFhiNlkSrIw8nurZFN6qWpWSzsmXjyY42vll5QhrLg9LgHXHLSZh2EQrg-dVFmEMSHo43f2yexz0ASVlCPebv_8ndrQMNqo=)
48. [washingtonpost.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGIxw2k-iKY_Ywz9pFjSzE22e1g6cA9AsSDyW2Vwxu_mlfoAHaK-QlymugSczz-aH7lmcQACTo5hTPSwxAcACLtW110di3fpSoYuhnbiNQ_W0IOId2m4pHOQBgUvTVH7C7OGElr_2kKr3tD0MEgOAf96f-wpGwJCkmuOhqkFZaM5nicd8BELW7dC3FdZpUJ-TLFhZZahg==)
49. [acenet.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQF9hmeeRURZUhVT4FEkpzSaS6pbxvU__Ci3zDWaESTT62DE-OKyZ1DejpKvROsatCwLS3A3X-g9mx9WOMw6O-JIUie1Cy66JekouMYaXmH8rPPQ8w7lDk3CA3xYsiNzsTKMjp9DtP8Ho1APA6yPtd6L8nzR9t_GSy1z1uPcmXa9DpgoDc83)
50. [insightintoacademia.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQGVrK-4vuILXlXMetIudEozBfSWNkQopb6YWnkdhcsosi5QU_4KstVNsYn1avQUZxeZsnDYVB4JpmF3lgMF72xUcesRTzDwyoWbiyefYC1PAwjQCELJi4sar_lD-EDysyzxRFgNOrrJuFxBqq48YctDJj12FFz4lOw893fvIg==)
51. [forbes.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHCm7jXdIzWnQreKVStQa7rxH_dXfmbFH5VuFdjHnxJIuTjAX5EBp1Tt4BvG2UoGBTT1dQofi7GJ89OepYrDiRzdIRVJSndZEAfMmKjmzcOCYeyMzu721otnXEZGc5VL5Z8xoVQO-n8v-cPKbmiLQpyrneJFhT_J2wcyMlWVx-slAbwDh1eKoih71WN4w47vQN-7TSxJHWOwVZyBTgR28Jv7ns2XNYVUEpxvtGq)
52. [highereddive.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFvOWep69pI-E2w-53MiwR3hPCkPLhP_WRr3-OvAdLHP5TbXX9Gnc5OH9ym70yzjUdJoIE8qw99QLSi8IB95ZCG78aUnsSOj4pRdCte_3qhRb4wbGN-MPuLxH8TxwW2mpKngbjY3_oLqnCQncnDv1S501VQyKACt8SwiXqLCNk2BUfGIrY=)
53. [bestcolleges.com](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQFIhnxvQT7bSIQAP5qD-mpueiU9Szeva1VTuSg-ggGht528QqFBjSq66-KX6Ix0CChGO9QYeY8UZBvw0MSzwZcRPERWdpMg5YttnM5IvrlV3-lrFi_EOVs__9vxMXQMIwoqGMJnI3dayXfYJe8vLdMAM0p0qEj1OYU1JdcG28ZHILThJQahmoD9FittQg==)
54. [uvamagazine.org](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQHCmjQoGoqZY4gKhh741pUeb_AcQcoi2ZuCoXBNJ0jFhGtHE54B_ENS7QydShTg6hsXaCHcW-058wvASWS8ql1_ZqOn3YsIXzWf8FRXwGuaRbZira7zzxxBT1M5b1ZsGoAWLqpGwmPkeutflhLAeuc5psxseK4=)
55. [uc.edu](https://vertexaisearch.cloud.google.com/grounding-api-redirect/AUZIYQEgc45VFBJPutfTYWUOVZOaqJjSMPPegQwX7L13DeYUwy72p7pr5T0nB6I8vmWEd1GOe_cGYxAYhPS53jMCnQ-lZMPcQo1QGN96A3dXLVVE1dNt4yKr210vCzeUVeU8wIS5-GGeFljeSEprYcc4hZnR23BdDM8tEU9gONFRMiWCRlY=)