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Explaining race, poverty, and gender disparities in advanced course-taking

Author

Listed:
  • Dylan Conger

    (Assistant Professor, Trachtenberg School of Public Policy and Public Administration, George Washington University)

  • Mark C. Long

    (Associate Professor, Daniel J. Evans School of Public Affairs, University of Washington)

  • Patrice Iatarola

    (Associate Professor, Department of Educational Leadership and Policy, Florida State University)

Abstract

We use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course-taking. While white students are more likely to take advanced courses than black and Hispanic students, these disparities are eliminated when we condition on observable pre-high school characteristics. In fact, black and Hispanic students are more likely than observably similar white students to take advanced courses. Controlling for students' pre-high school characteristics substantially reduces poverty gaps, modestly reduces Asian-white gaps, and makes little dent in female-male gaps. Black and Hispanic students attend high schools that increase their likelihood of taking advanced courses relative to observably similar white students; this advantage is largely driven by minorities disproportionately attending magnet schools. Finally, recent federal and state efforts aimed at increasing access to advanced courses to poor and minority students appear to have succeeded in raising the share of students who take advanced courses from 2003 to 2006. However, secular trends (or spillovers of the policies to non-poor, non-minority students) have spurred faster growth for other students, contributing to widening demographic gaps in these years. © 2009 by the Association for Public Policy Analysis and Management.

Suggested Citation

  • Dylan Conger & Mark C. Long & Patrice Iatarola, 2009. "Explaining race, poverty, and gender disparities in advanced course-taking," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 28(4), pages 555-576.
  • Handle: RePEc:wly:jpamgt:v:28:y:2009:i:4:p:555-576
    DOI: 10.1002/pam.20455
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    References listed on IDEAS

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    Cited by:

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    2. Rajeev Darolia & Cory Koedel & Joyce B. Main & Felix Ndashimye & Junpeng Yan, 2020. "High School Course Access and Postsecondary STEM Enrollment and Attainment," Working Papers 2004, Department of Economics, University of Missouri.
    3. Joshua Goodman & Dougherty, Shaun & Darryl Hill & Erica Litke & Lindsay Page, 2015. "Early Math Coursework and College Readiness: Evidence from Targeted Middle School Math Acceleration," Working Paper 283481, Harvard University OpenScholar.
    4. Dougherty, Shaun M. & Goodman, Joshua S. & Hill, Darryl V. & Litke, Erica G. & Page, Lindsay C., 2017. "Objective course placement and college readiness: Evidence from targeted middle school math acceleration," Economics of Education Review, Elsevier, vol. 58(C), pages 141-161.
    5. Francis Dania V. & de Oliveira Angela C. M. & Dimmitt Carey, 2019. "Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 19(4), pages 1-17, October.
    6. Habiba Ibrahim & David L. Barnes & Sheretta T. Butler-Barnes & Odis Johnson, 2021. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School," Social Sciences, MDPI, vol. 10(7), pages 1-11, July.
    7. Gurantz, Oded & Hurwitz, Michael & Smith, Jonathan, 2020. "Sibling effects on high school exam taking and performance," Journal of Economic Behavior & Organization, Elsevier, vol. 178(C), pages 534-549.

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