The purpose of this report is to provide information and analysis about the extent to which the experience of a group of minority students who successfully completed the doctorate might be relevant to the issues now under consideration in the Bakke case. The Ford Foundation and Danforth Foundation programs are examined in an attempt to produce information and insight that would be valuable in the context of qualifications for admission into graduate and professional schools. In addition, a large base of data gathered about the backgrounds, aspirations, and graduate-school experience of more than 1,000 minority students from these programs is summarized. Particular emphasis is placed on how this information pertains to the reasonableness and effectiveness of programs which focus upon specifically disadvantaged racial/ethnic groups and which make flexible use of undergraduate grade point averages and/or Graduate Record scores as criteria in determining students' qualifications for graduate study. (Author/EB)