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¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? In 18 states the Calculus access disparity is 20 percentage points or more; in New York it is 54 percentage points (81% vs. 27%). → 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-by-state analysis (Appendix B, Table B1) of 2017-18 CRDC data sorting each state's schools into quintiles by student of color enrollment. The report states "the difference is 54 percentage points, with 81% of schools with low student of color enrollment offering Calculus, compared to only 27%."

"In New York, the difference is 54 percentage points, with 81% of schools with low student of color enrollment offering Calculus, compared to only 27% of schools with high student of color enrollment."

Discussion¶

Learner Variables¶

Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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 — 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
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 — a broader claim this one bears on
U.S. high schools with high student of color enrollment are less likely to offer advanced science courses than schools with low student of color enrollment — a broader claim this one bears on
Washington State's automatic-enrollment academic acceleration policy is associated with more equitable advanced course offerings, reversing the typical gap — related
Massachusetts high schools with majority-Black or majority-Latino enrollment are much less likely to offer any AP course than majority-White schools — 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
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 — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`state-disparities-advanced-course-access-new-york`
`title`	`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`
`description`	`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`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2020`
`recheck_by`	`2025`
`generated`	by `process:wiki-ingest` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `leung-2020`

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