College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

Autor/inn/en	Xu, Di; Solanki, Sabrina; Fink, John
Titel	College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation
Quelle	In: American Educational Research Journal, 58 (2021) 5, S.954-992 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831221991138
Schlagwörter	Advanced Placement Programs; Dual Enrollment; College Credits; High School Students; Accreditation (Institutions); Program Effectiveness; College Attendance; Racial Differences; Ethnicity; Equal Education; Disproportionate Representation; Enrollment Trends; Racial Bias; School Districts; Socioeconomic Status; Low Income Students; Minority Group Students; At Risk Students; Educational Attainment; Racial Composition; High Schools; Institutional Characteristics; State Policy; Geographic Location; National Surveys; American Community Survey + Suchen Sie Ihr Suchwort? Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Attendance; Anwesenheit; Rassenunterschied; Ethnizität; Racial discrimination; Rassismus; School district; Schulbezirk; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut
Abstract	This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable access and support for minority students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01