Differences in academic preparedness do not fully explain Black-White enrollment disparities in advanced high school coursework
arxiv(2023)
摘要
Whether racial disparities in enrollment in advanced high school coursework
can be attributed to differences in prior academic preparation is a central
question in sociological research and education policy. However, previous
investigations face methodological limitations, for they compare race-specific
enrollment rates of students after adjusting for characteristics only partially
related to their academic preparedness for advanced coursework. Informed by a
recently-developed statistical technique, we propose and estimate a novel
measure of students' academic preparedness and use administrative data from the
New York City Department of Education to measure differences in AP mathematics
enrollment rates among similarly prepared students of different races. We find
that preexisting differences in academic preparation do not fully explain the
under-representation of Black students relative to White students in AP
mathematics. Our results imply that achieving equal opportunities for AP
enrollment not only requires equalizing earlier academic experiences, but also
addressing inequities that emerge from coursework placement processes.
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