• 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.

  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},
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
The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to
The Advanced Placement Arms Race and the Reproduction of Educational Inequality
  • J. Klugman
  • Education
    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


The redesigned Student Descriptive Questionnaire (SDQ) provides a great deal of background information about examinees sitting for the Scholastic Aptitude Test (SAT). One set of questions focuses on
Identification of Gifted Minority Students: A National Problem, Needed Changes and a Promising Solution
Changes in values, beliefs and the demographics of American society have not been accompanied by consistent changes in definitions and practices related to the education of the gifted. Although
Teachers' Perceptions and Expectations and the Black-White Test Score Gap
Scholars have documented that Black students enter kindergarten with weaker reading skills than their White counterparts and that this disparity sometimes persists through secondary school. This
Participation in Extracurricular Activities in Secondary School: What Is Known, What Needs to Be Known?
The paper reviews literature relating to extracurricular participation and adolescent development. Five areas are described: personal-social characteristics, academic achievement, educational
Withdrawing From School
Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all
Impact of parenting practices on adolescent achievement: authoritative parenting, school involvement, and encouragement to succeed.
Examination of the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds finds parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.
The Adolescent Society: The Social Life of the Teenager and Its Impact on Education.
This book is the result of carefully designed research attempting to delineate the various consequences that the existing adolescent culture has on the school, in general, and on secondary education,
Weighing the “burden of 'acting white'”: Are there race differences in attitudes toward education?
Recent reports by ethnographic researchers and media sources suggest that many African American students view academic success as a form of “acting white,” and that peer pressure reduces their level
Racial Stratification and Education in the United States: Why Inequality Persists
  • J. Ogbu
  • Sociology
    Teachers College Record: The Voice of Scholarship in Education
  • 1994
The primary objective of this article is to explain (1) the persistence of inequality between blacks and whites in spite of the changes that have taken place in the opportunity structure since 1960;
Black students' school success: Coping with the “burden of ‘acting white’”
The authors review their previous explanation of black students' underachievement. They now suggest the importance of considering black people's expressive responses to their historical status and