Open the Door: Increasing Advanced Placement Access for English Learners

• In Event: Equity for Bilingual and Dual-Language Education Policy: Considerations for Teacher Preparation and Student Access to Opportunity

Abstract

Access and opportunity within an Advanced Placement (AP) Program prepares students for higher education. However, a disproportionate number of low-income students or students of color do not enroll in advanced courses partly due to institutional barriers and policies. This research evaluated a teacher's desire to change school policy, the exam scores, and student experiences at a school site that reduced barriers for English Learners (ELs) to take advanced placement classes. The qualitative study is framed by LatCrit theory focusing on a social justice perspective and school experience for Latinx identified as ELs. Results showed that EL success in advanced coursework is based on a supportive environment, access and opportunity, and a commitment to social justice.

Author

• Nancy Watkins, California State University - Fullerton