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Inequality in Academic Preparation for College

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Bibliographic Details
Title: Inequality in Academic Preparation for College
Language: English
Authors: Reed, Sherrie, Hurtt, Alexandria, Kurlaender, Michal, Luu, Justin, Merritt, Cassandra, Stanford University, Policy Analysis for California Education (PACE)
Source: Policy Analysis for California Education, PACE. 2023.
Availability: 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
Peer Reviewed: N
Page Count: 43
Publication Date: 2023
Sponsoring Agency: College Futures Foundation
Stuart Foundation
Institute of Education Sciences (ED)
Contract Number: R305E150006
Document Type: Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
High Schools
Descriptors: Equal Education, College Preparation, Course Selection (Students), Mathematics Education, College Readiness, Academic Standards, Access to Education, College Admission, Required Courses, Universities, College Credits, High School Students, Student Records, COVID-19, Pandemics, Graduation Rate, Partnerships in Education
Geographic Terms: California
Abstract: Academic preparation is a key factor in readiness for college-level work. Students who enroll in rigorous courses while in high school realize better secondary and postsecondary outcomes. Evidence from California suggests that rigorous learning opportunities may not be equally distributed across the state, prompting questions about course availability and accessibility. This study examines the variation in statewide participation in a host of courses that are recognized as critical to students' preparation for college: A-G courses (required for admissions eligibility to California's public 4-year universities), college-credit coursework, and the level of math courses that students take their senior year. Drawing on comprehensive student- and course-level administrative data, the authors explore college preparatory course-taking patterns for the four most recent graduating cohorts unaffected by the COVID-19 pandemic (2016, 2017, 2018, and 2019). [Funding for this report was received from Tipping Point Community.]
Abstractor: ERIC
Entry Date: 2023
Accession Number: ED633125
Database: ERIC
FullText Text:
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  Data: Inequality in Academic Preparation for College
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  Data: 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
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  Data: N
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  Data: 43
– Name: DatePubCY
  Label: Publication Date
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  Data: 2023
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  Data: College Futures Foundation<br />Stuart Foundation<br />Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Credits%22">College Credits</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Records%22">Student Records</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Academic preparation is a key factor in readiness for college-level work. Students who enroll in rigorous courses while in high school realize better secondary and postsecondary outcomes. Evidence from California suggests that rigorous learning opportunities may not be equally distributed across the state, prompting questions about course availability and accessibility. This study examines the variation in statewide participation in a host of courses that are recognized as critical to students' preparation for college: A-G courses (required for admissions eligibility to California's public 4-year universities), college-credit coursework, and the level of math courses that students take their senior year. Drawing on comprehensive student- and course-level administrative data, the authors explore college preparatory course-taking patterns for the four most recent graduating cohorts unaffected by the COVID-19 pandemic (2016, 2017, 2018, and 2019). [Funding for this report was received from Tipping Point Community.]
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  Data: 2023
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  Data: ED633125
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED633125
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: College Admission
        Type: general
      – SubjectFull: Required Courses
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: College Credits
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Records
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Inequality in Academic Preparation for College
        Type: main
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            NameFull: Stanford University, Policy Analysis for California Education (PACE)
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            NameFull: Reed, Sherrie
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            NameFull: Hurtt, Alexandria
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            NameFull: Kurlaender, Michal
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            NameFull: Luu, Justin
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            NameFull: Merritt, Cassandra
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          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2023
          Titles:
            – TitleFull: Policy Analysis for California Education, PACE
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