About CODAI template

About CODAI template

CODAI is an AI-based comparative tool for college admissions on CODA platform. It serves as a template for colleges to compare the admission criteria balancing between merit-based scores (such as GPA and Entrance exam scores) against socio-economic disadvantage indicators. This allows college admission offices to enhance their approach to improve diversity and inclusion. CODAI is designed to augment the college application process while still allowing for final decisions to be made through human intervention.

Description about CODAI Template

⁠

Why did you decide to choose this use case?

Background and Need

Landmark case – US Supreme court has effectively abolished Affirmative action in College Admissions ("Students for Fair Admissions, Inc. V. President and Fellows of Harvard College," 2023) instead of reform

Class Vs Race – Should Affirmative action be based on Class or Race? (Hall, Rogers, & Pinkard-Pierre, 2023) (Kahlenberg, 2018) (Rothstein, 2023)

Need for Diversity and Inclusion in Colleges – Innovation, Culture Competence, Workforce preparation, Better Learning Experience (Dergacheva, 2021)

Need for a New Tool – With affirmative action suspended, research tools/methodologies have been proposed by some universities to promote diversity (Badeaux, 2023). A new approach at the University of Colorado (Boulder) suggests that some colleges could maintain racial diversity while de-emphasizing race in the admissions process. The state has given extra consideration to disadvantaged applicants and to those whose grades and test scores are above average for their economic circumstances. Even if the state were to ban race-based affirmative action, the class-based framework should increase low-income admissions, maintain minority representation, and even better, predict success in college. It's a model that could help other universities become more diverse. (Quinton, 2013) (Gaertner & Hart, 2013)

Diversity using AI tools – AI can help us overcome biases instead of perpetuating them, with guidance from the humans who design and use them (Daugherty, Wilson, & Chowdhury, 2018)

How will this template help the college admission process?

Our approach is to enable individual colleges to identify the socio-economic parameters that are uniquely applicable to them such as their location, economic environment, size and admission rate. This is because a one-size-fits-all solution does not suffice; instead, we believe it's essential to tailor the approach according to each college's needs, balancing diversity with merit scores. A template based on socio-economic parameters has been created which can be added/modified by colleges to suit their unique needs. A ranking is generated based on the combination of GPA/Test Scores and Socio-economic indicators which will assist the college admissions office.

How does this template work?

First, the college needs to identify the relevant socio-economic indicators, GPA/Test Scores and modify or add parameters as per their specific needs.

Second, the college admissions office must assign weights to each of these indicators and GPA/Test Scores based on their significance and relevance. The acceptance rate is also factored in to ensure that the admissions do not exceed the available quota.

Third, an online link for the public college application needs to be customized based on the identified parameters and sent to prospective students. This link enables students to input their specific socio-economic indicators.

Fourth, the student’s application data is automatically populated from the information provided in the application form. The socio-economic scores and GPA/Test Scores are calculated by multiplying the respective weights to the applicant's data using CODA Formulas.

Fifth, the Statement of Purpose (SOP) is processed using CODA's AI methods—summarization and sentiment analysis. This allows the admissions team to quickly skim through the key points and sentiments, saving time without needing to read all SOPs in detail.

Sixth, a flexible admissions procedure is provided which could be adapted based on the requirements of the college

Seventh, the admissions data is represented visually through charts/graphs, enabling the admissions team to better understand and interpret the data.

Eighth, the student ranking is calculated based not only on merit indicators like GPA/Test Scores but also on a combination of Socio-Economic Parameters and GPA/Test Scores

Finally, the admissions panel conducts a manual review and determines the final rankings, taking into account the Statement of Purpose and other relevant parameters. Selections are made based on the configured 'acceptance rate', and these are highlighted in green using Coda Colors - dynamic conditional formatting feature. The remaining, non-selected data is marked in red.

How do you want colleges to use this template?

Colleges can use CODAI in several ways to enhance their admission processes and promote diversity and inclusion:

Identifying Relevant Parameters: Colleges can use CODAI to identify and include socio-economic indicators that are relevant to their specific context, such as their location, economic environment, size, and admission rate.

Customizing Weights: CODAI allows colleges to assign weights to each of these parameters based on their significance. This customization ensures the parameters align with the college's admission criteria and goals.

Simplifying Application Process: CODAI helps streamline the application process. An online application link, customized based on the college's identified parameters, can be sent to prospective students to fill in their socio-economic indicators. This data is then automatically populated from the students' application forms into the system.

Analyzing Statement of Purpose (SOP): The AI methods in CODAI, like summarization and sentiment analysis, can process SOPs, saving the admissions team time and providing quick, insightful glances into each application.

Admission Quota Management: CODAI takes into account the acceptance rate to ensure that admissions do not exceed the allocated quota.

Procedure Adaptation: CODAI provides a flexible admission procedure which colleges can adapt based on their specific needs.

Data Visualization: The tool can visualize admission data through charts, aiding the admissions team in understanding and interpreting the data more effectively.

Student Ranking: It calculates student ranking based on merit (GPA/Test Scores), as well as a combination of Socio-Economic Parameters and GPA/Test Scores, offering a more holistic view of the applicant.

Manual Review Support: Finally, while CODAI provides a comprehensive analysis and ranking system, it still leaves room for the admissions panel to conduct a manual review, allowing human judgment to play a crucial role in the final decision making.

In these ways, CODAI serves as a powerful tool that colleges can use to improve their admission procedures, promoting greater fairness, diversity, and inclusion.

References

Students for Fair Admissions, Inc. V. President and Fellows of Harvard College (Supreme Court 2023). Retrieved from

https://www.supremecourt.gov/opinions/22pdf/20-1199_l6gn.pdf

⁠

⁠

Hall, T., Rogers, T., & Pinkard-Pierre, M. (2023). Should higher education diversity focus on race or economics? WYPR. Retrieved from

https://www.wypr.org/show/midday/2023-07-12/should-higher-education-diversity-focus-on-race-or-economics

⁠

⁠

Kahlenberg, R. (2018). Affirmative action should be based on class, not race. The Economist. Retrieved from

https://www.economist.com/open-future/2018/09/04/affirmative-action-should-be-based-on-class-not-race

⁠

⁠

Rothstein, R. (2023). The Problem With Wealth-Based Affirmative Action. Retrieved from

https://www.theatlantic.com/ideas/archive/2023/06/affirmative-action-race-socioeconomic-supreme-court/674251

⁠

⁠

Dirks, S. (2023). Affirmative action divided Asian Americans and other people of color. Here's how. NPR. Retrieved from

https://www.npr.org/2023/07/02/1183981097/affirmative-action-asian-americans-poc

⁠

⁠

Sanchez, O. (2023). Michael Wang became a poster child for protesting affirmative action. Now he says he never meant for it to be abolished. Hechinger Report. Retrieved from

https://hechingerreport.org/michael-wang-became-a-poster-child-for-protesting-affirmative-action-now-he-says-he-never-meant-for-it-to-be-abolished

⁠

⁠

VanSickle, A. (2023). In Affirmative Action Ruling, Black Justices Take Aim at Each Other. The New York Times. Retrieved from

https://www.nytimes.com/2023/06/29/us/politics/black-justices-affirmative-action-thomas-jackson.html

⁠

⁠

Korn, M. (2023). Can Colleges Be Racially Diverse Without Affirmative Action? Experience Suggests No. The Wall Street Journal. Retrieved from

https://www.wsj.com/articles/supreme-court-affirmative-action-college-admissions-e3de89d8

⁠

⁠

Dergacheva, S. (2021). Diversity, Inclusion, and Digital Admissions: A Practical Guide for Higher Education. Retrieved from

https://evolvingweb.com/blog/diversity-inclusion-and-digital-admissions-practical-guide-higher-education

⁠

⁠

Saul, S. (2023). With End of Affirmative Action, a Push for a New Tool: Adversity Scores. The New York Times. Retrieved from

https://www.nytimes.com/2023/07/02/us/affirmative-action-university-of-california-davis.html

⁠

⁠

Quinton, S. (2013). What If Colleges Embraced Affirmative Action for Class Instead of Race? The Atlantic. Retrieved from

https://www.theatlantic.com/education/archive/2013/10/what-if-colleges-embraced-affirmative-action-for-class-instead-of-race/280733

⁠

⁠

Daugherty, P. R., Wilson, H. J., & Chowdhury, R. (2018). Using Artificial Intelligence to Promote Diversity. MIT Sloan Management Review. Retrieved from

https://sloanreview.mit.edu/article/using-artificial-intelligence-to-promote-diversity

⁠

⁠

Henderson, M. C., Jerant, A., Unkart, J., Griffin, E. J., Sciolla, A. F., Kelly, C. J., . . . Fancher, T. L. (2020). The Relationships among Self-Designated Disadvantage, Socioeconomic Disadvantage, and Academic Performance in Medical School: A Multi-Institutional Study. Journal of Health Care for the Poor and Underserved, 31(4S), 208-222. doi:10.1353/hpu.2020.0151

Gaertner, M. N., & Hart, M. (2013). Considering class: College access and diversity. Harv. L. & Pol'y Rev., 7, 367.

⁠

View/Download CODAI - Presentation

⁠

⁠