Florida shows more equitable advanced course offerings between high- and low-poverty schools, attributed by others to statewide opportunity efforts begun in the early 2000s¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Florida, 80% of schools serving large proportions of students from low-income families offer Calculus, while 71% of schools serving small proportions do. → Leung 2020

Evidence¶

Leung 2020¶

Leung, M., Cardichon, J., Scott, C., & Darling-Hammond, L. (2020). Inequitable opportunity to learn: Access to advanced mathematics and science courses. Learning Policy Institute. https://learningpolicyinstitute.org/product/crdc-course-access

q2 · i? · associational · r2

State-level CRDC analysis identifying Florida as bucking the national trend. The report notes similar equity in science (61% vs. 62% Physics; 88% vs. 84% Chemistry) and that "others examining Florida's educational data have attributed this pattern of course offerings to the statewide efforts to increase educational opportunities."

"For example, in Florida 80% of schools serving large proportions of students from low- income families offer Calculus, while 71% of schools serving small proportions of students from low- income families offer Calculus."

Discussion¶

Related Claims¶

• Washington State's automatic-enrollment academic acceleration policy is associated with more equitable advanced course offerings, reversing the typical gap — related
• Advanced course completion and dual credit graduation vary by district poverty concentration, with Latino students completing advanced courses and graduating with DC at higher rates in high-poverty districts — related
• U.S. high schools with high enrollments of students from low-income families are less likely to offer advanced science courses than low-poverty schools — related
• U.S. high schools with high enrollments of students from low-income families are less likely to offer advanced mathematics courses than low-poverty schools — related
• State-level disparities in advanced course access are large, with New York showing a 54-percentage-point Calculus gap between low- and high-student-of-color-enrollment schools — related
• U.S. high schools with high student of color enrollment are less likely to offer advanced mathematics courses than schools with low student of color enrollment — related
• Inquiry activities can be especially beneficial for students in low-income schools, yet resource demands can impede equitable scaling — related
• Schools serving large numbers of students of color and students from low-income families have significantly fewer resources than schools serving more affluent White students — reports the opposite
• Access to computing instruction in US schools is limited and inequitable by school level and poverty — related
• District leaders can use a data-driven approach to understand and address opportunity gaps in advanced course-taking — related