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Soft colloidal particles with multiple surface patches of differing composition are critical to the development of complex macroscopic structures that can serve as interfacial catalysts, macroscale surfactants, electronically responsive materials, and drug delivery vehicles. Here, we present a continuous process for the scalable formation of soft colloidal particles with multiple surface domains that employs well-established principles of polymer precipitation and phase separation to controllably shape particle architectures. Our results illustrate the broad range of particle morphologies, including Janus and Cerberus structures, and surface compositions accessible to our versatile solution-based assembly system. We also identify polymer diffusion, precipitation, and vitrification as the primary determinants of particle structure for the first time.

In response to the judicial ban on the use of race-sensitive admissions, the 75 th Texas legislature passed H.B. 588, which guarantees admission to any Texas public college or university for all seniors graduating in the top decile of their class. We show that high levels of residential and school segregation facilitates minority enrollment at selective public institutions under the uniform admission law because black and Hispanic students who rank at the top of their class disproportionately hail from minority-dominant schools. However, qualifying minority students' lower likelihood of college enrollment at the flagships reflects concentrated disadvantage rather than segregation per se. Capitalizing on Segregation, Pretending Neutrality:College Admissions and the Texas Top 10% Law I. IntroductionBefore the historic Brown decision, 1 the legal and policy debate about race and ethnic educational inequality revolved around the desirability and necessity of integration, but since has shifted to the socially acceptable methods for achieving integration and setting institutional goals. Following the Civil Rights movement, affirmative action was proposed as a strategy that goes beyond the simple prohibition of disparate treatment until Allan Bakke challenged the use of race preferences as a violation of the equal protection clause of the 14 th Amendment. 2 Although the Supreme Court ruled in Bakke's favor, the 1978 opinion includes language that permits institutions of higher education to consider race and ethnicity in order to garner the educational benefits that derive from a diverse student body. This second landmark opinion set the stage for the contemporary debate about the legality and desirability of using race-sensitive criteria in college admissions. Until another spate of legal challenges beginning in the mid-1990s, selective colleges and universities across the nation interpreted Bakke as license to consider race and ethnicity, among a myriad of other factors, in their admissions decisions. Two major victories were registered in 1996 against affirmative action in college admissions: California voters passed Proposition 209, which outlawed use of race-sensitive college admissions and the 1 Brown v. Board of Education , 347 U.S. 483 (1954). Méndez v. Westminister School District, 161 F.2d 774 9 th Cir. (1947 decision actually predated the Brown decision and served as a testing ground for many of the arguments and actors involved in the widely celebrated, historic Brown decision (Ferg-Cadima, 2004.) "The precedent-setting Méndez case, which included work by Los Angeles attorney David Marcus, moved Earl Warren, as California's governor in 1947, to push a broader repeal of segregation laws through the legislature after the ruling" (Jennings, 2004: 26). Several years later, Mr. Warren would write the Brown decision.

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Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from four-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in two-year colleges have higher transfer rates to four-year institutions; however these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches.