Advanced Placement: Do Minorities Have Equal Opportunity?

Autor/in	Klopfenstein, Kristin
Titel	Advanced Placement: Do Minorities Have Equal Opportunity?
Quelle	In: Economics of Education Review, 23 (2004) 2, S.115-131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/S0272-7757(03)00076-1
Schlagwörter	Student Participation; White Students; Low Income Groups; Magnet Schools; Incentives; Advanced Placement Programs; Minority Groups; Equal Education; African American Students; Hispanic American Students; High School Students; Racial Differences; Academic Achievement; Teacher Education; Educational Policy; Teacher Qualifications + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Anreiz; Ethnische Minderheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; High school; High schools; Oberschule; Rassenunterschied; Schulleistung; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Lehrqualifikation
Abstract	Black and Hispanic high school students enroll in Advanced Placement (AP) courses at approximately half the rate of white students. This paper develops a microeconomic model of the AP participation decision and finds that low income is the single most important factor behind the minority AP participation gap. In addition, minority students enroll in AP math, science, and English at lower rates than comparable white students. Magnet schools promote AP participation among white students but reduce participation among college-bound black students. Race-matched role models promote AP-taking among high-achieving black males, and AP incentive programs have the potential to dramatically increase minority student participation. Policy implications include reducing the impersonal nature of large high schools by creating smaller ''schools-within-a-school'' while maintaining flexibility across academic tracks, eliminating magnet programs, hiring qualified AP teachers to actively mentor minority students, and implementing incentive programs that promote teacher training and provide incentives for student achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10