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During the 1990s and early 2000s, the affirmative action context in the United States changed. Affirmative action in higher education was banned in several states, and the Supreme Court ruled in Grutter (2003) that affirmative action, while constitutional, should be implemented via holistic evaluation of applicants. In this article, we use two datasets to examine how affirmative action context relates to academic outcomes at selective colleges and universities in the United States before anddoi:10.13016/m2qlex-koop fatcat:c5aq2cprq5amtpuxarucxzaaue