Identifying and Eliminating Disparities in Early Postsecondary Course Taking: Evidence from a Research-Practice Partnership

• In Event: Reducing Disparities in Postsecondary Readiness, Matriculation, and Persistence

Abstract

Objectives
Early Postsecondary Opportunities ("EPSOs")--high school courses that provide an opportunity to earn college credit--are a key lever for increasing postsecondary enrollment and attainment (e.g., An & Taylor, 2019; Hargrove, Godin, & Dodd, 2008; Hemelt, Schwartz, & Dynarski, 2020). EPSO completion, however, remains highly unequal. EPSO offerings vary across schools, and traditionally marginalized populations--including Black, Latinx, immigrant, and low-income students--are least likely to complete them. This paper examines gaps in EPSO access, participation, and success in a large urban school district in the Southeastern United States, documenting the extent to which gaps exist within versus between high schools, and identifying potential explanations for these gaps. The study is the first of a multi-part, mixed-methods investigation of EPSO completion in the school district, and the result of a new research-practice partnership.

Theoretical Framework
Racial, ethnic, and socioeconomic inequalities in EPSO completion are the product of multiple factors, from school and district policies that determine which EPSOs are offered and to whom, to differences in students’ prior learning opportunities, information, and self-efficacy. Nationally, Black and Latinx students attend high schools with fewer advanced courses (Attewell & Domina, 2008; Patrick, Socol, & Morgan, 2016), often reflecting resource, enrollment, staffing, or scheduling constraints. Even when EPSOs are available, routine school policies and practices may contribute to inequalities (e.g., Grissom & Redding, 2016; Kolluri, 2018). In practice, inequalities are likely attributable to both between and within-school factors, and the extent to which one predominates varies by context.

Data and Methods
We use 15 years of administrative data including student-level course transcript, testing, and demographic data. While the focus of the paper is on the most recent year available (2022-23), we put our results in context by showing long-run trends in EPSO disparities. To document gaps for student populations of interest, we use descriptive statistics and multivariate regression models. Regressions are used to show the extent to which raw gaps in EPSO outcomes can be statistically explained by student-level factors (e.g., measures of prior academic performance); the addition of school fixed effects reveal the extent to which these gaps are within versus between schools.

Results
Preliminary results show large gaps in EPSO course enrollment, completion, and success (e.g., college credit) by race, income, EL, and disability status. These gaps are smaller—though still sizable—after controlling for measures of prior achievement. While patterns vary by subgroup, the within-school gap is roughly half of the between-school gap, suggesting scope for school policies and practices to reduce EPSO gaps. Over time, completion has increased as the district has added new EPSO pathways, although between-group disparities have remained.

Significance
This paper provides new evidence on EPSO access, participation, and success in a large urban district in the Southeastern U.S.; disparities in EPSO outcomes for key subgroups; and potential sources of those disparities. These findings—together with ongoing qualitative and co-design work—inform our RPP’s efforts to eliminate disparities in early postsecondary course taking.

Authors

• Mary M. Smith, Vanderbilt University

• Sean P. Corcoran, Vanderbilt University