Friends:
I write to congratulate the Intercultural Development Research Association (IDRA) and Dr. Chloe Latham Sikes for producing a timely and much-needed study on the consequences of Texas' anti-DEI policies for college-bound students.
Their report, Staying on Course When Schools Steer Clear, gives voice to what many of us have been hearing since the passage of Senate Bill 17: students are questioning not simply where they can attend college, but where they will be welcomed, supported, and safe.
Drawing on the experiences of more than 90 Texans—including high school students, parents, educators, and counselors—the study finds that recent state and federal policy changes have diminished students' sense of belonging, reduced confidence in campus supports, complicated the work of college counselors, and heightened concerns about both physical safety and mental health. Particularly troubling is that some students are now removing Texas colleges from their application lists altogether because they no longer believe these institutions will support them.
These findings should concern everyone who cares about the future of our youth, and higher education itself, in Texas. When students begin to self-select out of public institutions—for which their families pay taxes—because they fear exclusion or lack of support, the state risks losing talented young people whose contributions are essential to our civic, economic, and intellectual future. This dynamic potentially places an added "tax," if you will for families who cannot keep their children in the state.
What makes this report especially valuable is that it does more than document the problem. It also offers practical, community-based resources and recommendations to help students navigate these new barriers and expand their pathways to college.
IDRA and Dr. Sikes have provided an important public service by grounding this debate in the lived experiences of Texas families rather than political rhetoric. At a moment when questions of belonging, opportunity, and educational equity are under intense scrutiny, this research offers evidence that policymakers, educators, and the public would do well to take seriously.
Congratulations to IDRA and Dr. Chloe Latham Sikes for this important contribution to the field and to the ongoing struggle to ensure that every student has a genuine opportunity not only to access higher education, but to thrive once they arrive.
-Angela Valenzuela
View as a webpage • July 9, 2026
IDRA Study Participants Report Concerns About Support, Safety and Access Following Recent Diversity Policy Changes
(July 9, 2026 • San Antonio) 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.
“All students deserve access to college and the support they need,” said lead researcher, Dr. Chloe Latham Sikes. “Participants in IDRA’s study report that recent policy changes compromised their sense of belonging in college, limited scholarship opportunities, diminished campus supports for historically marginalized students, and heightened concerns about physical and mental safety on college campuses.”
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. Students, parents, educators and college counselors reported that recent policy changes are affecting college access in several ways, including:
Counselors reported greater difficulty encouraging students to pursue college.
Students and counselors reported a diminished sense of belonging when exploring college options.
Educators and students expressed concern about reduced support for students transitioning to college, particularly first-generation students.
Parents reported heightened concerns about students' physical safety and mental health on campus
The report offers recommendations for supporting students academically and addressing longstanding barriers to college access and affordability.
Drawing on community input, IDRA developed a Community-based College Access Technical Assistance package that includes three toolkits and more than 15 bilingual resources to support students’ transition to college.
To learn more about the study, contact Chloe Latham Sikes, Ph.D., at chloe.sikes@idra.org.Media contact: Thomas Marshall III, M.Ed., at thomas.marshall@idra.org.
Beyond the Bans – Changes Limiting Diversity, Equity and Inclusion Practices Compromise Student Opportunity
IDRA is an independent, non-profit organization. Our mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college.
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