Differences in academic preparedness do not fully explain Black-White enrollment disparities in advanced high school coursework

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ID: 282539
2023
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Abstract
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.
Reference Key
shroff2023differences Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors João M. Souto-Maior; Ravi Shroff
Journal arXiv
Year 2023
DOI
DOI not found
URL
http://arxiv.org/abs/2306.15075v2
Keywords
stat.ap stat.me

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