Exploring Student Access to Advanced Coursework in NAEP HSTS 2019

• In Event: Using NAEP Data to Investigate Student Differences in Education

Abstract

Enrollment in advanced coursework in high schools, such as Advanced Placement (AP), International Baccalaureate (IB), advanced mathematics and science courses, college-level courses (i.e., dual enrollment), and Career and Technical Education (CTE) programs, plays a critical role in shaping students' academic and career trajectories (Bruno & Lewis, 2022). These opportunities enhance students' knowledge and skills and prepare them for the challenges of higher education and the workforce. The relationships between enrollment in these courses, coursework trajectories, academic achievement, and career outcomes underscore the importance of expanding opportunities for all students.
Research shows that participation in AP, IB, and dual enrollment courses has increased significantly over the past few decades (Chatterji et al., 2021; Edmunds et al., 2022; Hopper & Harrington, 2022). Still, disparities persist, particularly among students from low-income families, minority students, and those in rural or under-resourced schools, who are less likely to enroll in advanced courses (i.e., AP, IB, STEM). Factors contributing to this include a lack of qualified teachers, fewer course offerings, and lower expectations (Ricciardi & Winsler, 2021). In addition, CTE programs have steadily received recognition for their value in preparing students for college and careers. However, participation can be uneven, with students in some regions or schools having fewer high-quality CTE options (Ansel et al., 2022). Addressing these disparities is necessary.
The present study examines student enrollment in advanced coursework and CTE programs to investigate the relationships between coursework and characteristics (i.e., school and student levels) by using the 2019 NAEP HSTS data. Specifically, the study focuses on course enrollment and school offerings in coursework (i.e., AP, IB, advanced mathematics and science, dual enrollment, and CTE), coursework trajectories, and outcomes by school characteristics (i.e., resources, urbanicity, Census regions, minority status) and student demographics (i.e., gender, race/ethnicity, and SES) using the methodological approach developed by the Human Opportunity Index (HOI) to define student coursetaking opportunities (World Bank, 2012). The index reflects the rate of opportunity discounted by differences in distribution across relevant groups in a population (i.e., the overall enrollment rate in coursework would be examined based on variations across the relevant school and student characteristics in the analysis).
Findings from this study suggest that significant disparities persist among student groups in course enrollment for AP, IB, advanced mathematics and science, college-level, and CTE. Participation rates in AP and IB programs are higher among White and Asian students than their Black and Hispanic peers. Students from under-resourced schools often face challenges meeting the prerequisites for advanced courses due to weaker early preparation or lack of quality teachers. Detailed findings about the HOI approach will be included in the presentation.
Advanced coursework and CTE programs are fundamental to preparing high school students for future success. These courses enhance academic preparation, influence coursework trajectories, and positively impact achievement, academic outcomes, and career prospects. Expanding access to these opportunities enables greater participation, leading to economic growth and cultivating a vibrant and prosperous society.

Authors

• Judy H. Tang, Westat

• Lisa Hamilton, Westat