Equity Levers: What Predicts Enrollment in and Number of College‐Level Courses Taken in High School?

Author:

Kevelson Marisol J. C.1,Millett Catherine M.1,Slutzky Carly1,Saunders Stephanie R.1

Affiliation:

1. ETS Policy Evaluation & Research Center Educational Testing Service Princeton New Jersey USA

Abstract

This study explores the extent to which student, family, peer, and school factors predict (a) whether students take Advanced Placement® (AP®) courses, International Baccalaureate (IB) courses, and dual enrollment courses and (b) in models limited to course takers, how many courses they completed. Our findings, based on a nationally representative, longitudinal sample, suggest that, when it comes to college‐level high school course taking, the relative advantage of higher socioeconomic status (SES) is less for African American students than it is for White and Asian students. Ninth‐grade math skills are the strongest predictor of AP or IB and dual enrollment course taking, above and beyond demographic background characteristics like SES and race or ethnicity. High school girls take AP/IB and dual enrollment courses at a higher rate than boys, and they take more of these courses. The level of academic focus of students and their peers is associated with both AP or IB and dual enrollment course taking, whereas having parents focused on college preparation and course taking only predicts AP or IB course taking. School factors associated with AP or IB course taking include U.S. region and rural location; the percentage of math teachers with a master's degree is also positively associated with the number of AP or IB courses students take. These findings highlight the importance of equitable educational opportunities starting from a young age. They also indicate a need for increased early attention to student math skills and for more supports for parents and school staff to enable them to encourage and prepare all students, especially those from historically marginalized groups, to take college‐level courses in high school.

Publisher

Wiley

Subject

Statistics, Probability and Uncertainty,Applied Psychology,Education,Social Psychology

Reference189 articles.

1. Aldana U. S. Mayer A. P. &Ee J.(2019).The impact of the IB Diploma Programme on student high school and postsecondary experiences: U.S. public schools serving students from low‐income households.https://ibo.org/globalassets/new‐structure/research/pdfs/low‐income‐longitudinal‐full‐report.pdf

2. Does dual enrollment increase students’ success in college? Evidence from a quasi-experimental analysis of dual enrollment in New York City

3. American Association of Community Colleges. (2018).Dual‐enrollment increases.https://www.aacc.nche.edu/2018/06/19/datapoints‐dual‐enrollment‐increases/

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