Inequality in Academic Preparation for College

Autor/inn/en	Reed, Sherrie; Hurtt, Alexandria; Kurlaender, Michal; Luu, Justin; Merritt, Cassandra
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Inequality in Academic Preparation for College
Quelle	(2023), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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; California + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Mathematische Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulzugang; Hochschulzulassung; Zulassung; Pflichtkurs; University; Universität; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Schülerakte; Hochschulpartnerschaft; Kalifornien
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.] (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01