sylvia hurtado, nicholas nunez., and anne-marie why don't we start at this end of the panel and havenne-marie go first? >> my paper is co-authored by someone who could not be here today. we focused on how the shortcomings of a post-secondary system could lead to hispanic-serving institutions. research indicates there are well documented offenses in student institutional hsi'steristics between non-hsi's, so our analysis at the beginning of this paper, in the previous session, we talked about the possibility of adjusting for some of the student and institutional characteristics, and so, in fact, at the beginning of our paper, we find that when we account for student characteristics, financial resources of institutions, policies and institutions that might influence completion, whether or not it institution has an open admissions policy, that the gaps in graduation rates, and so the most commonly used measure being discussed right now to measure institutional performance, the six-your graduation rates, that the gap in graduation rates between hispanic-serving institutions and non-hispan

sylvia hurtado, nicholas hillman, and anne-marie nunez. why don't we start at this end of the panel and have anne-marie go first? >> my paper is co-authored by someone who could not be here today. we focused on how the shortcomings of a post-secondary system could lead to shortchanging hispanic-serving institutions. research indicates there are well documented offenses in student institutional characteristics between hsi's and non-hsi's, so our analysis at the beginning of this paper, in the previous session, we talked about the possibility of adjusting for some of the student and institutional characteristics, and so, in fact, at the beginning of our paper, we find that when we account for student characteristics, financial resources of institutions, policies and institutions that might influence completion, whether or not it institution has an open admissions policy, that the gaps in graduation rates, and so the most commonly used measure being discussed right now to measure institutional performance, the six-your graduation rates, that

nunez. and we're going to turn now to nicholas tillman, but before we do that, just arrived, deputy undersecretary studly is here, and want to make space for her at the table. so if you could just move down and grab another chair. >> there's a chair right here. >> okay. so we turn to nicholas tillman for the next paper presentation. >> great. thank you for the opportunity to share my work here. a work in progress, for sure, and so i'd love to have conversations and ideas about where this could go next. but the central argument here for this paper which is called the differential impacts of college ratings, the central argument here is a very straight forward one, i think. a simple one that gets overlooked, but one that's critically important for thinking about the implications of a federal rating system and especially tying funds to a college's ratings. and that is place matters. so often in research and policy making on college access we focus on the process of opportunity; questions like did the student take ap courses, did the student apply for the fafsa, did they sort of do the right, take the