Inequality in Academic Preparation for College
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| 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 |
| 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.] |
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