IDRA is studying the impact of Texas Senate Bill 17’s ban on college diversity, equity and inclusion (DEI) offices and the U.S. Supreme Court’s 2023 decision to significantly limit race-conscious admissions in higher education on marginalized college-going students. Launched in May 2024, the study explores the impact of those changes on high school students’ access to college and opportunities for equitable admissions, financial aid, and student support at Texas higher education institutions.
IDRA is using a community-based approach that includes convening roundtables and focus groups with families, high school students and counselors, and college students, faculty, and staff in Texas. Our research will address equitable college access in a state that aims to significantly increase the number of college graduates.
The study is designed to provide key findings, community-based toolkits, educational practice strategies at the K-12 and higher education levels, and state and university policy recommendations.
Toolkits to Support Students’ Transition to College
In April 2026, IDRA launched community-informed resources for counselors and schools amid shifts in diversity laws. High school students need clear support to get to college, especially as changes to diversity policies created new challenges to an already confusing process for students and families. The new resources in IDRA’s Community-Based College Access – Online Technical Assistance Toolkit provide practical tools schools can use now to help students transition to college.
Informed by focus groups and roundtable conversations with students, families and school counselors, the new toolkits help counselors and students navigate recent policy changes limiting diversity, equity and inclusion affecting college admissions.
The materials include steps for setting up a college ambassador program, video demo with tips for searching for college information, growth mindset activities, family college knowledge guide, college fair prep tips, YouTube Shorts playlists by students and more. The materials are available online for free and in Spanish.
Report – New Restrictions Leave Some Texas Students Questioning Where They Belong in College
Federal and state restrictions on diversity, equity and inclusion have created new barriers to college access for students across Texas, particularly those from underrepresented backgrounds. IDRA’s two-year study provides an early look at how these policies are affecting high school students’ access to and success in college. In 2023, Texas passed Senate Bill 17, which bans diversity, equity and inclusion offices at public colleges and universities. That same year, the U.S. Supreme Court significantly limited race-conscious admissions in higher education in the Students for Fair Admissions v. Harvard and UNC decision.
The report, Staying on Course When Schools Steer Clear: A Community-Based Study on the Impacts of Texas’ Diversity Policy Change on High School Students and Tools to Expand their College Pathways, includes perspectives from more than 90 Texans across the state, primarily high school students.
Research Brief – Policy Changes Threaten Progress on College Access in Texas
IDRA’s research brief, released in May 2026, examines how recent federal and Texas policy changes limiting diversity, equity and inclusion practices may affect college access and student success. The brief connects these developments to longstanding disparities in educational opportunity and outlines recommendations for policymakers, educators and advocates. It also offers recommendations for policymakers, educators and advocates to monitor impacts, maintain student support and strengthen pathways to college readiness and success.
See the research brief, Beyond the Bans – How Legal and Policy Changes Limiting Diversity, Equity and Inclusion Practices Compromise Student Opportunity, by Chloe Latham Sikes, Ph.D., and Adiba Chowdhury.
Preliminary Findings – Roundtable Report
IDRA released in March 2025 a preliminary report showing that roundtable participants report a range of impacts on high school students. The primary impacts relate to how students think they belong in college given their identities, how they can build community in college, and how they can find necessary support systems.
- Students, parents and educators report that recent policy changes have negatively impacted college access for historically-marginalized students.
- Students worry about belonging in college and finding friends and community.
- Students, parents and educators are concerned about scholarship opportunities and other funding that help make college affordable.
- Students and parents worry about their physical and mental safety on college campuses.
- Students and educators report that there are fewer campus supports for them to access and succeed in college.
See the preliminary report: A Community-Based Study on the Impact of Texas’ SB 17 on Marginalized College-Going Students, by Chloe Latham Sikes, Ph.D.
Student Voices After DEI – The Law in Education – IDRA Classnotes Podcast Episode 253
Students, advocates and researchers examine how Texas Senate Bill 17 and related policy changes are affecting college access, campus climate and student support systems. In this episode, IDRA education law intern Adiba Chowdhury and IDRA Deputy Director of Policy, Chloe Latham Sikes, Ph.D., are joined by Alexander De Jesus and Sameeha Rizvi, who both members of the Texas Students for DEI Coalition.
They dissect the nature of recent legislative changes and their impact on Texas students. As a bonus, Dr. Sikes shares recent findings from IDRA’s ongoing study on the impact on SB 17, and Adiba shares testimony from college advisors who participated in the study.
To learn more about the study, contact Dr. Latham Sikes at chloe.sikes@idra.org.
This research initiative is generously funded by Greater Texas Foundation, whose vision is for all Texas students to have equal opportunity to access and succeed in postsecondary education. The opinions expressed in this report are those of the author(s) and do not necessarily reflect the views of Greater Texas Foundation or any director, officer, or employee thereof.
