Tracking to Retain Higher-Income Students: Evidence from the Addition of Advanced Courses

• In Event: Causes and Effects of School Stratification by Income and Race

Abstract

Public schools may add academic tracks to attract or retain upper-income and higher-achieving students. However, tracking may also exacerbate sorting by student income and test scores within schools. I exploit variation in the timing of an Advanced Placement (AP) course addition within specific school subjects and find that the introduction of an AP course does not reduce lower-income students' exposure to upper-income classmates; if anything, it increases their exposure. This increase is driven by a rise in the overall share of upper-income students at the school following the addition of an AP course, offsetting increases in sorting by income. These findings provide new insights into how tracked courses can influence school environments, connecting the school choice and tracking literature, and contributing to the broader understanding of the equity implications of advanced courses.

Author

• Farah Mallah, Stanford University
  Presenting Author