Race-inclusive admissions policies are important tools for attaining equitable access to selective colleges and universities. However, access to such institutions does not begin at the point of admissions. Rather, it depends on an interaction between the K-12 system and university admissions policies that may either mitigate inequalities or propagate them. Using data from California, we use cluster analysis as a starting point to explore how disadvantage can be concentrated in our K-12 system and how that disadvantage can further compound racial/ethnic disparities in college access. (Contains 6 notes.)