Addressing Inequities in College Preparatory Course-Taking

Autor/inn/en	Hurtt, Alexandria; Reed, Sherrie; Lee, Patrick; Kurlaender, Michal
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Addressing Inequities in College Preparatory Course-Taking
Quelle	(2023), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Course Selection (Students); College Preparation; Disproportionate Representation; Graduation Rate; Student Characteristics; College Attendance; Access to Education; Educational Strategies; Public Schools; School Districts; High School Students; Best Practices; Barriers; Educational Opportunities; Educational Policy; Race; Ethnicity; Required Courses; College Admission; Alignment (Education); California + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Education; Access; Bildung; Zugang; Bildungszugang; Lehrstrategie; Public school; Öffentliche Schule; School district; Schulbezirk; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Rasse; Abstammung; Ethnizität; Pflichtkurs; Hochschulzugang; Hochschulzulassung; Zulassung; Kalifornien
Abstract	Completing the A-G course sequence is the standard pathway to college for California high school graduates; however, findings indicate that there is substantial variation in A-G enrollment and completion rates across student subgroups and schools. This brief describes the distribution in access to and success in A-G courses as well as strategies that local leaders could consider to increase these rates among the students they serve. Drawing on the case studies of nine public school districts with exemplary A-G completion rates, we highlight best practices to broaden A-G access for students and ease barriers to completion. These practices include identifying gaps in availability and enrollment, implementing policies to expand equitable participation and completion, and monitoring A-G progress over time. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01