Responsive affirmative action in school choice
School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Doğan, Battal [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2016transfer abstract |
|---|
| Schlagwörter: |
|---|
| Umfang: |
37 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices - Luo, Nancy ELSEVIER, 2016transfer abstract, JET, Amsterdam [u.a.] |
|---|---|
| Übergeordnetes Werk: |
volume:165 ; year:2016 ; pages:69-105 ; extent:37 |
| Links: |
|---|
| DOI / URN: |
10.1016/j.jet.2016.04.007 |
|---|
| Katalog-ID: |
ELV030110076 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | ELV030110076 | ||
| 003 | DE-627 | ||
| 005 | 20230625180615.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 180603s2016 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1016/j.jet.2016.04.007 |2 doi | |
| 028 | 5 | 2 | |a GBVA2016022000009.pica |
| 035 | |a (DE-627)ELV030110076 | ||
| 035 | |a (ELSEVIER)S0022-0531(16)30016-3 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 082 | 0 | |a 330 | |
| 082 | 0 | 4 | |a 330 |q DE-600 |
| 082 | 0 | 4 | |a 610 |q VZ |
| 082 | 0 | 4 | |a 510 |q VZ |
| 084 | |a 31.80 |2 bkl | ||
| 100 | 1 | |a Doğan, Battal |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Responsive affirmative action in school choice |
| 264 | 1 | |c 2016transfer abstract | |
| 300 | |a 37 | ||
| 336 | |a nicht spezifiziert |b zzz |2 rdacontent | ||
| 337 | |a nicht spezifiziert |b z |2 rdamedia | ||
| 338 | |a nicht spezifiziert |b zu |2 rdacarrier | ||
| 520 | |a School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. | ||
| 520 | |a School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. | ||
| 650 | 7 | |a D78 |2 Elsevier | |
| 650 | 7 | |a C78 |2 Elsevier | |
| 650 | 7 | |a D47 |2 Elsevier | |
| 650 | 7 | |a D71 |2 Elsevier | |
| 773 | 0 | 8 | |i Enthalten in |n Elsevier |a Luo, Nancy ELSEVIER |t Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices |d 2016transfer abstract |d JET |g Amsterdam [u.a.] |w (DE-627)ELV019758618 |
| 773 | 1 | 8 | |g volume:165 |g year:2016 |g pages:69-105 |g extent:37 |
| 856 | 4 | 0 | |u https://doi.org/10.1016/j.jet.2016.04.007 |3 Volltext |
| 912 | |a GBV_USEFLAG_U | ||
| 912 | |a GBV_ELV | ||
| 912 | |a SYSFLAG_U | ||
| 912 | |a SSG-OPC-MAT | ||
| 912 | |a GBV_ILN_32 | ||
| 912 | |a GBV_ILN_39 | ||
| 912 | |a GBV_ILN_61 | ||
| 912 | |a GBV_ILN_65 | ||
| 912 | |a GBV_ILN_69 | ||
| 912 | |a GBV_ILN_135 | ||
| 912 | |a GBV_ILN_227 | ||
| 912 | |a GBV_ILN_288 | ||
| 912 | |a GBV_ILN_289 | ||
| 912 | |a GBV_ILN_651 | ||
| 912 | |a GBV_ILN_2001 | ||
| 912 | |a GBV_ILN_2006 | ||
| 912 | |a GBV_ILN_2010 | ||
| 912 | |a GBV_ILN_2018 | ||
| 912 | |a GBV_ILN_2020 | ||
| 912 | |a GBV_ILN_2032 | ||
| 912 | |a GBV_ILN_2061 | ||
| 912 | |a GBV_ILN_2101 | ||
| 912 | |a GBV_ILN_2315 | ||
| 912 | |a GBV_ILN_2535 | ||
| 936 | b | k | |a 31.80 |j Angewandte Mathematik |q VZ |
| 951 | |a AR | ||
| 952 | |d 165 |j 2016 |h 69-105 |g 37 | ||
| 953 | |2 045F |a 330 | ||
| author_variant |
b d bd |
|---|---|
| matchkey_str |
doanbattal:2016----:epniefimtvatois |
| hierarchy_sort_str |
2016transfer abstract |
| bklnumber |
31.80 |
| publishDate |
2016 |
| allfields |
10.1016/j.jet.2016.04.007 doi GBVA2016022000009.pica (DE-627)ELV030110076 (ELSEVIER)S0022-0531(16)30016-3 DE-627 ger DE-627 rakwb eng 330 330 DE-600 610 VZ 510 VZ 31.80 bkl Doğan, Battal verfasserin aut Responsive affirmative action in school choice 2016transfer abstract 37 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. D78 Elsevier C78 Elsevier D47 Elsevier D71 Elsevier Enthalten in Elsevier Luo, Nancy ELSEVIER Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices 2016transfer abstract JET Amsterdam [u.a.] (DE-627)ELV019758618 volume:165 year:2016 pages:69-105 extent:37 https://doi.org/10.1016/j.jet.2016.04.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-MAT GBV_ILN_32 GBV_ILN_39 GBV_ILN_61 GBV_ILN_65 GBV_ILN_69 GBV_ILN_135 GBV_ILN_227 GBV_ILN_288 GBV_ILN_289 GBV_ILN_651 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2010 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2032 GBV_ILN_2061 GBV_ILN_2101 GBV_ILN_2315 GBV_ILN_2535 31.80 Angewandte Mathematik VZ AR 165 2016 69-105 37 045F 330 |
| spelling |
10.1016/j.jet.2016.04.007 doi GBVA2016022000009.pica (DE-627)ELV030110076 (ELSEVIER)S0022-0531(16)30016-3 DE-627 ger DE-627 rakwb eng 330 330 DE-600 610 VZ 510 VZ 31.80 bkl Doğan, Battal verfasserin aut Responsive affirmative action in school choice 2016transfer abstract 37 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. D78 Elsevier C78 Elsevier D47 Elsevier D71 Elsevier Enthalten in Elsevier Luo, Nancy ELSEVIER Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices 2016transfer abstract JET Amsterdam [u.a.] (DE-627)ELV019758618 volume:165 year:2016 pages:69-105 extent:37 https://doi.org/10.1016/j.jet.2016.04.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-MAT GBV_ILN_32 GBV_ILN_39 GBV_ILN_61 GBV_ILN_65 GBV_ILN_69 GBV_ILN_135 GBV_ILN_227 GBV_ILN_288 GBV_ILN_289 GBV_ILN_651 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2010 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2032 GBV_ILN_2061 GBV_ILN_2101 GBV_ILN_2315 GBV_ILN_2535 31.80 Angewandte Mathematik VZ AR 165 2016 69-105 37 045F 330 |
| allfields_unstemmed |
10.1016/j.jet.2016.04.007 doi GBVA2016022000009.pica (DE-627)ELV030110076 (ELSEVIER)S0022-0531(16)30016-3 DE-627 ger DE-627 rakwb eng 330 330 DE-600 610 VZ 510 VZ 31.80 bkl Doğan, Battal verfasserin aut Responsive affirmative action in school choice 2016transfer abstract 37 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. D78 Elsevier C78 Elsevier D47 Elsevier D71 Elsevier Enthalten in Elsevier Luo, Nancy ELSEVIER Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices 2016transfer abstract JET Amsterdam [u.a.] (DE-627)ELV019758618 volume:165 year:2016 pages:69-105 extent:37 https://doi.org/10.1016/j.jet.2016.04.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-MAT GBV_ILN_32 GBV_ILN_39 GBV_ILN_61 GBV_ILN_65 GBV_ILN_69 GBV_ILN_135 GBV_ILN_227 GBV_ILN_288 GBV_ILN_289 GBV_ILN_651 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2010 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2032 GBV_ILN_2061 GBV_ILN_2101 GBV_ILN_2315 GBV_ILN_2535 31.80 Angewandte Mathematik VZ AR 165 2016 69-105 37 045F 330 |
| allfieldsGer |
10.1016/j.jet.2016.04.007 doi GBVA2016022000009.pica (DE-627)ELV030110076 (ELSEVIER)S0022-0531(16)30016-3 DE-627 ger DE-627 rakwb eng 330 330 DE-600 610 VZ 510 VZ 31.80 bkl Doğan, Battal verfasserin aut Responsive affirmative action in school choice 2016transfer abstract 37 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. D78 Elsevier C78 Elsevier D47 Elsevier D71 Elsevier Enthalten in Elsevier Luo, Nancy ELSEVIER Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices 2016transfer abstract JET Amsterdam [u.a.] (DE-627)ELV019758618 volume:165 year:2016 pages:69-105 extent:37 https://doi.org/10.1016/j.jet.2016.04.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-MAT GBV_ILN_32 GBV_ILN_39 GBV_ILN_61 GBV_ILN_65 GBV_ILN_69 GBV_ILN_135 GBV_ILN_227 GBV_ILN_288 GBV_ILN_289 GBV_ILN_651 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2010 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2032 GBV_ILN_2061 GBV_ILN_2101 GBV_ILN_2315 GBV_ILN_2535 31.80 Angewandte Mathematik VZ AR 165 2016 69-105 37 045F 330 |
| allfieldsSound |
10.1016/j.jet.2016.04.007 doi GBVA2016022000009.pica (DE-627)ELV030110076 (ELSEVIER)S0022-0531(16)30016-3 DE-627 ger DE-627 rakwb eng 330 330 DE-600 610 VZ 510 VZ 31.80 bkl Doğan, Battal verfasserin aut Responsive affirmative action in school choice 2016transfer abstract 37 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. D78 Elsevier C78 Elsevier D47 Elsevier D71 Elsevier Enthalten in Elsevier Luo, Nancy ELSEVIER Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices 2016transfer abstract JET Amsterdam [u.a.] (DE-627)ELV019758618 volume:165 year:2016 pages:69-105 extent:37 https://doi.org/10.1016/j.jet.2016.04.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-MAT GBV_ILN_32 GBV_ILN_39 GBV_ILN_61 GBV_ILN_65 GBV_ILN_69 GBV_ILN_135 GBV_ILN_227 GBV_ILN_288 GBV_ILN_289 GBV_ILN_651 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2010 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2032 GBV_ILN_2061 GBV_ILN_2101 GBV_ILN_2315 GBV_ILN_2535 31.80 Angewandte Mathematik VZ AR 165 2016 69-105 37 045F 330 |
| language |
English |
| source |
Enthalten in Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices Amsterdam [u.a.] volume:165 year:2016 pages:69-105 extent:37 |
| sourceStr |
Enthalten in Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices Amsterdam [u.a.] volume:165 year:2016 pages:69-105 extent:37 |
| format_phy_str_mv |
Article |
| bklname |
Angewandte Mathematik |
| institution |
findex.gbv.de |
| topic_facet |
D78 C78 D47 D71 |
| dewey-raw |
330 |
| isfreeaccess_bool |
false |
| container_title |
Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices |
| authorswithroles_txt_mv |
Doğan, Battal @@aut@@ |
| publishDateDaySort_date |
2016-01-01T00:00:00Z |
| hierarchy_top_id |
ELV019758618 |
| dewey-sort |
3330 |
| id |
ELV030110076 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV030110076</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230625180615.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">180603s2016 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.jet.2016.04.007</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">GBVA2016022000009.pica</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV030110076</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0022-0531(16)30016-3</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">330</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">330</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">510</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">31.80</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Doğan, Battal</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Responsive affirmative action in school choice</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016transfer abstract</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">37</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">D78</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">C78</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">D47</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">D71</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="n">Elsevier</subfield><subfield code="a">Luo, Nancy ELSEVIER</subfield><subfield code="t">Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices</subfield><subfield code="d">2016transfer abstract</subfield><subfield code="d">JET</subfield><subfield code="g">Amsterdam [u.a.]</subfield><subfield code="w">(DE-627)ELV019758618</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:165</subfield><subfield code="g">year:2016</subfield><subfield code="g">pages:69-105</subfield><subfield code="g">extent:37</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1016/j.jet.2016.04.007</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_32</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_61</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_135</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_227</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_288</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_289</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_651</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2001</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2006</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2010</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2018</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2020</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2032</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2061</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2101</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2315</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2535</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">31.80</subfield><subfield code="j">Angewandte Mathematik</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">165</subfield><subfield code="j">2016</subfield><subfield code="h">69-105</subfield><subfield code="g">37</subfield></datafield><datafield tag="953" ind1=" " ind2=" "><subfield code="2">045F</subfield><subfield code="a">330</subfield></datafield></record></collection>
|
| author |
Doğan, Battal |
| spellingShingle |
Doğan, Battal ddc 330 ddc 610 ddc 510 bkl 31.80 Elsevier D78 Elsevier C78 Elsevier D47 Elsevier D71 Responsive affirmative action in school choice |
| authorStr |
Doğan, Battal |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)ELV019758618 |
| format |
electronic Article |
| dewey-ones |
330 - Economics 610 - Medicine & health 510 - Mathematics |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
elsevier |
| remote_str |
true |
| illustrated |
Not Illustrated |
| topic_title |
330 330 DE-600 610 VZ 510 VZ 31.80 bkl Responsive affirmative action in school choice D78 Elsevier C78 Elsevier D47 Elsevier D71 Elsevier |
| topic |
ddc 330 ddc 610 ddc 510 bkl 31.80 Elsevier D78 Elsevier C78 Elsevier D47 Elsevier D71 |
| topic_unstemmed |
ddc 330 ddc 610 ddc 510 bkl 31.80 Elsevier D78 Elsevier C78 Elsevier D47 Elsevier D71 |
| topic_browse |
ddc 330 ddc 610 ddc 510 bkl 31.80 Elsevier D78 Elsevier C78 Elsevier D47 Elsevier D71 |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
zu |
| hierarchy_parent_title |
Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices |
| hierarchy_parent_id |
ELV019758618 |
| dewey-tens |
330 - Economics 610 - Medicine & health 510 - Mathematics |
| hierarchy_top_title |
Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)ELV019758618 |
| title |
Responsive affirmative action in school choice |
| ctrlnum |
(DE-627)ELV030110076 (ELSEVIER)S0022-0531(16)30016-3 |
| title_full |
Responsive affirmative action in school choice |
| author_sort |
Doğan, Battal |
| journal |
Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices |
| journalStr |
Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
300 - Social sciences 600 - Technology 500 - Science |
| recordtype |
marc |
| publishDateSort |
2016 |
| contenttype_str_mv |
zzz |
| container_start_page |
69 |
| author_browse |
Doğan, Battal |
| container_volume |
165 |
| physical |
37 |
| class |
330 330 DE-600 610 VZ 510 VZ 31.80 bkl |
| format_se |
Elektronische Aufsätze |
| author-letter |
Doğan, Battal |
| doi_str_mv |
10.1016/j.jet.2016.04.007 |
| dewey-full |
330 610 510 |
| title_sort |
responsive affirmative action in school choice |
| title_auth |
Responsive affirmative action in school choice |
| abstract |
School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. |
| abstractGer |
School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. |
| abstract_unstemmed |
School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student. |
| collection_details |
GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-MAT GBV_ILN_32 GBV_ILN_39 GBV_ILN_61 GBV_ILN_65 GBV_ILN_69 GBV_ILN_135 GBV_ILN_227 GBV_ILN_288 GBV_ILN_289 GBV_ILN_651 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2010 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2032 GBV_ILN_2061 GBV_ILN_2101 GBV_ILN_2315 GBV_ILN_2535 |
| title_short |
Responsive affirmative action in school choice |
| url |
https://doi.org/10.1016/j.jet.2016.04.007 |
| remote_bool |
true |
| ppnlink |
ELV019758618 |
| mediatype_str_mv |
z |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1016/j.jet.2016.04.007 |
| up_date |
2024-07-06T16:43:05.631Z |
| _version_ |
1803848710236405760 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV030110076</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230625180615.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">180603s2016 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.jet.2016.04.007</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">GBVA2016022000009.pica</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV030110076</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0022-0531(16)30016-3</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">330</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">330</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">510</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">31.80</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Doğan, Battal</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Responsive affirmative action in school choice</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016transfer abstract</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">37</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">School choice programs aim to give students the option to choose their school. At the same time, underrepresented minority students should be favored to close the opportunity gap. A common way to achieve this is to have a majority quota at each school, and to require that no school be assigned more majority students than its majority quota. An alternative way is to reserve some seats at each school for the minority students, and to require that a reserve seat at a school be assigned to a majority student only if no minority student prefers that school to her assignment. However, fair rules based on either type of affirmative action suffer from a common problem: a stronger affirmative action may not benefit any minority student and hurt some minority students. First, we show that this problem is pervasive. Then, we uncover the root of this problem: for some minority students, treating them as minority students does not benefit them, but possibly hurts other minority students. We propose a new assignment rule that treats such minority students as majority students, achieves affirmative action, and never hurts a minority student without benefiting another minority student.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">D78</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">C78</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">D47</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">D71</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="n">Elsevier</subfield><subfield code="a">Luo, Nancy ELSEVIER</subfield><subfield code="t">Usefulness of Palliative Care to Complement the Management of Patients on Left Ventricular Assist Devices</subfield><subfield code="d">2016transfer abstract</subfield><subfield code="d">JET</subfield><subfield code="g">Amsterdam [u.a.]</subfield><subfield code="w">(DE-627)ELV019758618</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:165</subfield><subfield code="g">year:2016</subfield><subfield code="g">pages:69-105</subfield><subfield code="g">extent:37</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1016/j.jet.2016.04.007</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_32</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_61</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_135</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_227</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_288</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_289</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_651</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2001</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2006</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2010</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2018</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2020</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2032</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2061</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2101</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2315</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2535</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">31.80</subfield><subfield code="j">Angewandte Mathematik</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">165</subfield><subfield code="j">2016</subfield><subfield code="h">69-105</subfield><subfield code="g">37</subfield></datafield><datafield tag="953" ind1=" " ind2=" "><subfield code="2">045F</subfield><subfield code="a">330</subfield></datafield></record></collection>
|
| score |
7.4016933 |