• Corpus ID: 158007350

Increasing Opportunity To Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for At-Risk and Ethnic Minority Students.

@inproceedings{Darity2001IncreasingOT,
  title={Increasing Opportunity To Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for At-Risk and Ethnic Minority Students.},
  author={William A. Darity and Domini R. Castellino and Karolyn Tyson and Carolyn Cobb and Brad McMillen},
  year={2001}
}
This report analyzes the under-representation of North Carolina's black, Hispanic American, and Native American students in honors courses, advanced placement (AP) courses, and academically and intellectually gifted (AIG) programs. Data came from the North Carolina Department of Public Instruction's database on all public schools and from surveys that gathered information on elementary and middle level AIG programs and high school advanced curriculum offerings. Site visits were conducted to… 
Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study
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The Advanced Placement Arms Race and the Reproduction of Educational Inequality
  • J. Klugman
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    Teachers College Record: The Voice of Scholarship in Education
  • 2013
Background Access to Advanced Placement (AP) courses is stratified by class and race. Researchers have identified how schools serving disadvantaged students suffer from various kinds of resource
A Qualitative Analysis of School Leadership Behaviors and Levels of Representation of One Minority Population in Advanced Placement Courses in One Southeastern Virginia School District
This qualitative case study analyzes the underrepresentation of minority students in Advanced Placement (AP) courses in Virginia high schools and examines the influences that encourage school leaders
The Advanced Placement Expansion of the 1990s:How Did Traditionally Underserved Students Fare?
The College Board’s Advanced Placement (AP) Program, which allows students to take college-level courses while in high school, enjoyed tremendous growth in the 1990s. Despite overall growth, small
Maximizing Opportunities to Enroll in Advanced High School Science Courses: Examining the Scientific Dispositions of Black Girls.
Diversifying the STEM workforce is a national concern. To address this concern, researchers, policymakers, and educators are working to increase STEM career interest and achievement in a more diverse
The Whiter the Better? Racial Composition and Access to School Resources for Black Students
Rigorous courses are an important resource, distributed within schools, that merit attention as a central determinant of student achievement and future outcomes (Cook and Evans, J Labor Econ.
More Classes, More Access? Understanding the effects of course offerings on Black-White gaps in Advanced Placement course-taking
Abstract:Despite policy efforts to increase Advanced Placement (AP) course-taking among Black students, gaps in AP course-taking persist. Many question whether offering more AP courses is a
Rural Pathways to Higher Education: The Role of Mathematics Achievement and Self-efficacy for Black Students
As the most racially diverse postsecondary sector, community college student populations are heavily Black and Brown. It is well settled that for every student credit hour earned, a financial reward
Hispanic Student Access to Advanced Placement Courses.
This qualitative, collective case study describes the perceptions of academically successful Hispanic students regarding their access to Advanced Placement (AP) courses in 4 suburban Texas high
For Colored Girls? Factors that Influence Teacher Recommendations into Advanced Courses for Black Girls
Given the lack of attention to Black girls’ participation in STEM related courses, it remains unclear why this group participates at lower rates in STEM courses later in their academic careers (Hyde
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