Senior-year advanced coursework is unevenly distributed by race/ethnicity among CPS graduates¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? White and Asian American CPS graduates were substantially more likely than African American and Latino graduates to take four or more core academic courses, AP courses, and fourth-year math in senior year. → Melissa Roderick 2013

Evidence¶

Melissa Roderick 2013¶

Melissa Roderick, Vanessa Coca, Eliza Moeller, and Thomas Kelley-Kemple. (2013). From High School to the Future: The Challenge of Senior Year in Chicago Public Schools. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/high-school-future-challenge-senior-year-chicago-public-schools

q2 · i? · associational · r2

Descriptive transcript analysis of 2003-09 CPS graduates (N=90,041) excluding special education and alternative/charter students. The report states "More than 70 percent of white and Asian American" graduates took four or more core senior courses versus 54 percent of African American and 58 percent of Latino graduates; similar gaps appear for AP and fourth-year math.

"More than 70 percent of white and Asian American high schools graduates in our sample took four or more courses in core academic subjects during their senior year, compared with 54 percent of African American and 58 percent of Latino graduates."

Discussion¶

Related Claims¶

• High-SES graduates were more than three times as likely as low-SES graduates to take an AP course in 2003-04 — related
• Taking AP courses or fourth-year math in senior year is associated with higher college enrollment but not with college retention — related
• Graduation rates by age 19 in Chicago varied substantially by race/ethnicity and gender, with African-American boys lowest (39 percent) and Asian girls highest (85 percent) — related
• The CPS test score gap between African-American students and other ethnic groups widened over the decade because Asian, white, and Latino scores improved at faster rates — related
• Asian and white CPS students score consistently higher than Latino and African-American students in reading and math, and Asian students score significantly higher in math than white students — related
• Racial achievement gaps in Chicago increased in all three eras, with African American students falling behind all other groups, especially in Era 3 — related
• African-American and Asian students are more likely than Latino and white students to live within multiple magnet neighborhood zones — related
• Graduation rates improved for all racial, ethnic, and economic groups, but racial and ethnic gaps increased while gender, poverty, and disability gaps declined — related
• Most interviewed CPS seniors describe senior year as unchallenging and easier than previous years — related
• AI/AN students have comparatively low access to well-prepared teachers: 27 percent were taught mathematics by teachers with a mathematics degree, significantly lower than any comparison group — related
• States interpret ethnic studies in both broad and narrow terms, ranging from single-group history mandates to intersectional diversity coursework — related
• AI/AN youth dropout rates reach up to 50 percent, and college matriculation and retention rates remain very low compared to White peers — related
• Racial achievement gaps persist among California middle and high school students, with Asian and White students reporting higher academic achievement than African American, American Indian, and Hispanic students — related
• Among all students, Black, Latino, and low-SES students take Algebra I or higher in eighth grade and advanced math in high school at lower rates than White, Asian, and higher-SES peers — related
• Even among high-achieving students in schools offering advanced math, Black, Latino, and low-SES students took AP/IB calculus at far lower rates than Asian, White, and high-SES peers — related
• Black and Latino students in Kentucky are much less likely than White peers to take AP and DC courses — a narrower finding that bears on this claim
• High-achieving Black and Latino and low-income students who pass Algebra I in eighth grade still take advanced high school math at lower rates than their peers — related
• In schools offering both course types, enrollment differs by race/ethnicity, with more White students in single-discipline courses — a narrower finding that bears on this claim
• Hispanic students graduated at far lower rates than white and Asian ELL students despite similar course performance patterns — related
• AP and IB programs in neighborhood high schools serve students with higher-than-average but below selective-enrollment achievement — related