Peer-Reviewed Articles

Flores, S. M., & Drake, T. A. (Forthcoming). Does English Language Learner identification predict college remediation designation? A comparison with non-ELL peers by race and ethnicity and time in program. The Review of Higher Education.

Flores, S. M. & Shepherd, J. (Forthcoming). The effect of tuition deregulation on low-income and underrepresented students in Texas. ANNALS of the American Academy of Political and Social Science.

Trevino, E., Scheele, J. & Flores, S. M. (Forthcoming). Beyond the test score: A mixed method
analysis of a college access intervention in Chile. Journal of Mixed Methods Research.

Flores, S.M. (2014). Remembering Mandela in a new demographic era. Harvard Educational Review– Voices in Education Blog. http://hepg.org/blog/108.

Flores, S. M., & Park, T. J. (2013). Race, ethnicity, and college success: Examining the continued significance of the Minority-Serving Institution. Educational Researcher, 42, 115-128.

Horn, C. L., & Flores, S. M. (2012). When policy opportunity is not enough: College access and enrollment patterns among Texas Percent Plan Eligible Students. Journal of Applied Research on Children, 3(2), 1-26.

McLendon, M. K., Mokher, C., & Flores, S. M. (2011). Legislative agenda setting for in-state resident tuition policies: Immigration, representation, and educational access. American Journal of Education, 117, 563-602.

Baum, S., & Flores, S. M. (2011). Higher education and children in immigrant families. Future of Children, 21, 173-193.

Flores, S. M. (2010). The first state dream act: Immigration and in-state resident tuition in Texas. Educational Evaluation and Policy Analysis, 32, 435-455.

Flores, S. M. (2010). State “dream acts”: The effect of in-state resident tuition policies on the college enrollment of undocumented Latino students in the United States. The Review of Higher Education, 33, 239-283.
Reprinted in 2010 as:
Flores, S. M. (2010). State “dream acts”: The effect of in-state resident tuition policies on the college enrollment of undocumented Latino students in the United States. In S. Harper & S. Hurtado (Eds.), ASHE reader on racial and ethnic diversity (3rd ed), pp.714-738, Boston: Pearson Education.

Oseguera, L., Flores, S. M., & Burciaga, E. (2010). Documenting implementation realities: Undocumented immigrant students in California and North Carolina. Journal of College Admission, 26, 37-43.

Flores, S. M., & Southern, K. G. (2010). Citizenship, college degrees, and occupational outcomes: A comparison of immigrant and non-immigrant Latinos at the turn of the century. Journal of Hispanic Higher Education, 9, 22-42.

Flores, S. M., & Horn, C. L. (2009-2010) College persistence and undocumented students at a selective public university: A quantitative case study analysis. Journal of College Student Retention, 11, 57-76.

Flores, S. M., & Chapa, J. (2009). Latino immigrant access to higher education in a bipolar context of reception. Journal of Hispanic Higher Education, 8(1), 90-101.

Flores, S. M., Horn, C. L., & Crisp, G. (2006). Community colleges, public policy, and Latino student opportunity. New Directions for Community Colleges, 133(2), 71-80.

Orfield, G., Horn, C. L., & Flores, S. M. (2006). Epilogue: Some civil rights issues moving forward. New Directions for Community Colleges, 133(2), 81-84.

Book Chapters

Flores, S. M., & Oseguera, L. (2013). Public policy and higher education attainment in a 21st-century racial demography: Examining research from early childhood to the labor market. In M. Paulsen (Ed.), Higher Education: Handbook of Theory and Research, (Vol. 28, pp. 513-560). Netherlands: Springer.

Flores, S. M. (in press). Undocumented students and postsecondary policy opportunities. In Ponjuan, L., Saenz, V., Chavez, L. (Eds.), Latino Higher Education Policies and Practices: Improving College Access, Retention, and Career Aspirations. Notre Dame, IN: Notre Dame Press.

Horn, C. L., & Flores, S. M. (2011). Race-conscious decision making in a state-driven admissions process: Texas, The University of Texas at Austin, and the Top Ten Percent Plan. In D. Heller (Ed.), The states and public higher education policy: Affordability, access, and accountability (2nd ed.). Baltimore: Johns Hopkins University Press.

Flores, S. M., & Treviño, G. (2010). The swirl migration of Mexican-origin students: A cross-border analysis using the Mexican and U.S. Censuses. In N. Cantu & M. Franquíz (Eds.), The Latino studies reader (pp. 51-71). New York: Palgrave Macmillan.

Flores, S. M. (2009). Assessing the higher education opportunity structure for Latino students: Research and policy trends in the new millennium. In E. Murillo, Jr. (Ed.), Handbook of Latinos in education: Research, theory, and practice (pp. 210-218). Philadelphia: Routledge.

Flores, S. M., & Oseguera, L. (2009). The community college and undocumented immigrant students across state contexts: Localism and public policy. In R. Crowson & E. Goldring (Eds.), The new localism in American education (Vol. 2009, pp. 63-85). New York: Teachers College, National Society for the Study of Education.

Marin, P., & Flores, S. M. (2008). Bakke and state policy: Exercising institutional autonomy to maintain a diverse student body. In P. Marin & C. L. Horn (Eds.), Realizing Bakke’s legacy: Affirmative action, equal opportunity, and access to higher education (pp. 219-239). Sterling, VA: Stylus.
Reprinted in 2010 as:
Marin, P., & Flores, S. M. (2010). Bakke and state policy: Exercising institutional autonomy to maintain a diverse student body (originally published in 2008). In S. Harper & S. Hurtado (Eds.), ASHE reader on racial and ethnic diversity (3rd ed), 647-658, Boston: Pearson Education.

Flores, S. M., & Jiménez Morfín, O. (2008). Another side of the percent plan story: Latino enrollment in the Hispanic-serving institution sector in California and Texas public higher education in a race-neutral policy era. In M. Gasman, B. Baez, & C. Sotello Turner (Eds.), Understanding minority serving institutions (pp. 141-155). Albany: State University of New York Press.

Kurlaender, M., & Flores, S. M. (2005). The racial transformation of higher education. In G. Orfield, P. Marin, & C. L. Horn (Eds.), Higher education and the color line: College access, racial equity, and social change (pp. 11-32). Cambridge, MA: Harvard Education Press.

Technical Reports and Policy Briefs

Flores, S. M. & Horn, C. L. (under review). Texas Top Ten Percent Plan: How It Works, What Are Its Limits, and Recommendations to Consider. A report commissioned by the Educational Testing Service, Princeton, NJ.

Flores, S. M. (2012). Research on Texas in U.S. higher education and the effectiveness of race-neutral admissions. Washington, DC: American Educational Research Association. Retrieved from http://www.aera.net/Portals/38/docs/Education_Research_and_Research_Policy/Amicus/Flores_TexasDataandResearch_Sept%202012FINAL%20(2).pdf

Flores, S. M., Batalova, J., & Fix, M. (2012). The educational trajectories of English language learners in Texas. Washington, DC: The Migration Policy Institute.

Flores, S. M., & Horn, C. L. (2009). Latinos and public policy: Race, citizenship, and state differences. In Education, policy, and practice perspectives. Ames: Iowa State University.

Orfield, G., Marin, P., Flores, S. M., & Garcés, L. M. (Eds.). (2007). Charting the future of college affirmative action: Legal victories, continuing attacks, and new research. Los Angeles: The Civil Rights Project at UCLA.

Horn, C. L., & Flores, S. M. (2003). Percent plans in college admissions: A comparative analysis of three states’ experiences. Cambridge, MA: The Civil Rights Project at Harvard University.