College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

Oct 15, 2026

Uploaded by McQueen

文章基于整合多来源数据，刻画美国学区中白人—黑人与白人—西班牙裔在高级课程（AP）与双重学分（DE）项目参与方面的差距分布。研究发现多数学区在两类项目均存在种族入学差距，且AP差距普遍大于DE。分数回归结果表明地方与州层面因素共同解释地区差异；学区资源与提供更大AP/DE机会的州政策与更大的种族差距相关，提示资源增加若缺乏公平准入与支持，可能加剧不平等。

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages39

Reading Time1 h 38 min

AccessFree to download

Introduction

Data and Descriptive Patterns

Geographic Distribution of Participation and Gaps

Analytic Strategy and Results

Explaining Variation in Racial Gaps

Discussion and Policy Implications

American Educational Research Journal October 2021, Vol. 58, No. 5, pp. 954–992 DOI: 10.3102/0002831221991138 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions) 􀀂 2021 AERA. [https://journals.sagepub.com/home/aer](https://journals.sagepub.com/home/aer) College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation Di Xu University of California, Irvine Sabrina Solanki University of Michigan John Fink Teachers College, Columbia University This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gapsin both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources mayengender racial disparity without adequate efforts to provide equitable access and support for minority students. DI XU is an associate professor of educational policy and social context at the University of California, Irvine. She is also a research fellow with the Community College Research Center at Teachers College, Columbia University, and a visiting fellow at the American Enterprise Institute. She examines the impacts of postsecondary educational programs and policies on student academic performance, degree completion, and labor market outcomes, with a particular focus on community college students. SABRINA SOLANKI is an IES postdoctoral fellow at the University of Michigan Ford School of Public Policy, 735 South State Street, Ann Arbor, MI 48104; e-mail: sabrinso@ [umich.edu](umich.edu. Her)[. Her](umich.edu. Her) research focuses on education policy, teacher effectiveness, STEM (science, engineering, technology, mathematics) education, and the evaluation of education interventions. JOHN FINK is a senior research associate at the Community College Research Center at Teachers College, Columbia University. His research examines student transitions between educational sectors, aiming to uncover structural barriers and support efforts by educators and policymakers to equalize access to educational and economic opportunity. Mapping Racial Gaps in AP and DE Participation KEYWORDS: Advanced Placement, Dual Enrollment, fractional regression, racial equity gaps Advancement Placement (AP) and Dual Enrollment (DE) are the two most popular programs that allow students to earn college credits while in high school (College Board, 2017) . In the 2015–2016 school year, for example, 71% of high schools offered at least one AP course and 69% offered DE opportunities (U.S. Government Accountability Office [GAO], 2018) . Both are fast growing. The number of DE participants grew from 680,000 in the 2002–2003 school year to 1.4 million in 2010–2011 (the most recent national count of DE participants), and the number of AP examinees doubled from 1 to 2 million in the same timeframe (College Board, 2017; Supplementary Appendix Figure A1 available in the online version of the journal) . The fast growth of AP and DE programs is rooted in the several advantages these college acceleration strategies could potentially offer, including increasing students’ competitive edge in the college application process, reducing the cost and time it takes to receive a postsecondary degree, better preparing students for college coursework and therefore easing students’ transition from high school to college (e.g., An & Taylor, 2019; Hemelt et al., 2019; Klopfenstein & Thomas, 2009) . Despite the myriad benefits AP and DE programs

FAQs

研究关注的主要问题是什么？

研究聚焦于美国学区层面，AP与DE项目中白人—黑人及白人—西班牙裔参与差距如何在地理层面分布，以及哪些因素可能缓解或加剧这些差距。

AP与DE的种族差距在研究中表现如何？

研究指出，大多数学区在AP与DE均存在种族参与差距；同时，AP中的差距普遍比DE更宽。

研究认为哪些因素与差距的扩大有关？

研究使用分数回归模型，结果显示地方与州因素共同解释差距的地区差异；同时，学区资源与州层面的更高准入政策与更大的种族差距相关，暗示在缺乏公平准入与支持的情况下，更多资源可能导致更大的不平等。

Oct 15, 2026

Uploaded by McQueen