Three strategies for closing advanced coursework participation gaps and retaining students¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article offers education leaders three strategies for promoting equity in advanced coursework participation, aimed at closing participation gaps and retaining students in advanced courses. It is grounded in a district case in which administrators in Gresham-Barlow School District, near Portland, Oregon, took a data-driven approach to course-taking equity. The specific strategies are elaborated in the full article text.

Design Implications¶

Context¶

Requirements¶

• District leaders need data on advanced course-taking participation to identify opportunity gaps

Constraints¶

• Strategies were developed and described in the context of one district's data-driven equity effort

Target Learners¶

• High school students

Target Learning Goals¶

• Equitable participation in advanced coursework

Related Strategies¶

• District and school leaders should hold widespread discussions of grading practices and pair any expansion of boys' advanced-course enrollment with supports for students and teachers
• Offer high achievers in high-poverty schools accelerated and advanced programs, plus explicit support for college-knowledge and academic-behavior skills
• Four-part policy strategy for increasing student access to advanced mathematics and science courses

Examples¶

-

Key Sources¶

• Teresa Ketelsen, Beth Tarasawa. (2020). How to promote equity in advanced coursework participation: Three strategies for closing the gaps—and retaining students. District Administration. https://www.nwea.org/research/publication/how-to-promote-equity-in-advanced-coursework-participation-three-strategies-for-closing-the-gaps-and-retaining-students/