College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation. CCRC Working Paper No. 113

Autor/inn/en	Xu, Di; Fink, John; Solanki, Sabrina
Institution	Columbia University, Community College Research Center
Titel	College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation. CCRC Working Paper No. 113
Quelle	(2019), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; College Bound Students; Acceleration (Education); Racial Differences; Advanced Placement; Dual Enrollment; Enrollment Trends; Racial Composition; Ethnicity; African American Students; White Students; Hispanic American Students; Family Income; School Districts; Predictor Variables + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Acceleration; Beschleunigung; Rassenunterschied; Doppelstudium; Ethnizität; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Familieneinkommen; School district; Schulbezirk; Prädiktor
Abstract	This paper estimates the patterns and sources of White-Black and White-Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment (DE) programs across several thousand school districts and metropolitan areas in the U.S. By merging several data sources, we show that both AP and DE enrollment gaps vary substantially across districts. We find that the vast majority of districts have racial/ethnic gaps in AP and DE participation, and about a quarter of districts have racial/ethnic gaps equal to or larger than 10 and 7 percentage points for AP and DE, respectively. Available district-level characteristics and state-level policies explain much more of the geographic variation in AP enrollment gaps as compared to DE enrollment gaps, and local factors (either district-level or metro-level characteristics) dominate state-level factors in shaping these racial/ethnic participation gaps. Among all the available district-level characteristics, racial/ethnic composition and racial/ethnic income disparity are the strongest correlates of participation gaps, where districts with larger proportions of Black and Hispanic students and greater racial/ethnic income disparity are associated with larger racial/ethnic gaps in both AP and DE enrollment. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01