[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583908-105":59,"doc-detail-583908-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","fostering-stem-aspirations-for-students-of-color-in-middle-school-policy-brief","Fostering STEM Aspirations for Students of Color in Middle School - Policy Brief","","This policy brief argues that Black and Latino middle school students, especially those from low-income backgrounds, face inequitable access to advanced, rigorous STEM coursework that supports social-emotional growth and academic readiness. It explains why early, identity-affirming STEM exposure matters for career aspirations and future-ready skills, citing opportunity gaps in advanced offerings and AP STEM under-enrollment tied to resource inequities, educator bias, and racialized tracking. 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But unfortunately, many students, and especially Black and Latino students, don’t receive that message or the resources needed to make it a reality. Even early on, many students are told they are not a “math person,” or a “science person;” as such, Black and Latino students have long been denied access to advanced coursework, from elementary through high school. In particular, middle school students of color and students from low-income backgrounds are not being given equitable access to rigorous and empowering courses, including advanced Science, Technology, Engineering, and Math (STEM) courses, which set students on college-ready pathways.\u003Cbr>In this brief, we will explain the importance of giving middle schoolers access to STEM coursework as part of their social, emotional, and academic development, as well as give five recommendations to state leaders so that they can ensure that all middle school students have access to high-quality, rigorous, relevant math and science courses, and that all schools have equitable policies in place for enrolling more Black and Latino students in advanced coursework.\u003Cbr>Why rigorous STEM in middle school?\u003Cbr>Middle school is a crucial time for students to develop career aspirations, and specifically, middle school students’identification with STEM-related careers. More access to rigorous and advanced STEM coursework in middle school is essential to equip students with 21st century skills like creativity, critical thinking, and technology literacy, while preparing students to be future-ready for jobs that do not even exist yet. Access to advanced coursework and rigorous STEM experiences in middle school can also set students up for success by earning college credits in high school so they can graduate quicker and take on less student debt.\u003Cbr>What’s more, Black and Latino students are successful in advanced coursework when they have the opportunity. Ed Trust’s 2022 report, Shut Out: Why Black and Latino Students are Under-Enrolled in AP STEM Courses, found, however, that Black and Latino students and students from low-income backgrounds are denied access to AP STEM opportunities such as AP Biology, AP Physics, and AP Chemistry, despite voicing interest in going to college and pursuing a career in a STEM field. The under-enrollment of Black and Latino students and students from lowincome backgrounds in AP STEM courses is linked to resource inequities, educator bias, and racialized tracking, and all these issues begin before high school.\u003Cbr>For example, many Black and Latino middle school students are not exposed to positive and engaging STEM experiences and attend schools without the resources needed to offer advanced courses. These factors contribute to inexcusable opportunity gaps seen through National Assessment of Educational Progress (NAEP) data, which shows that only 16% of Black students and 21% of Latino students are proficient in mathematics by eighth grade, compared to 57% of Asian students and 38% of White students. |  |\n\n[EdTrust.org](EdTrust.org)  \nFOSTERING STEM ASPIRATIONS THE EDUCATION TRUST | MAY 2023  \n 1  \nWe are focused on STEM because STEM careers are expected to grow at twice the rate of other jobs in the next decade. Yet Black and Latino workers, as well as women, remain under-represented in STEM careers. If these inequities continue, the [U.S. is](U.S. is) unlikely to have a diverse and representative STEM workforce and all the workers it needs. Increasing the number of people of color in STEM careers must start by giving students the opportunity to engage in rigorous and engaging STEM courses in K-12 classrooms.  \nEarly engagement is key, yet, according to a recent report, 50% of all students say they are not engaged in what they are learning most of the time. Great teach","cbCaitMjxM1bCgLk","https://ap.wps.com/l/cbCaitMjxM1bCgLk","pdf",1824018,"English","# Why rigorous STEM in middle school?\n## Defining rigorous and accelerated coursework","[{\"question\":\"Why does the brief focus on rigorous STEM opportunities in middle school?\",\"answer\":\"Middle school is described as a crucial period for building career aspirations and STEM-related identity, while rigorous coursework equips students with skills like critical thinking and prepares them for future academic success.\"},{\"question\":\"What barriers contribute to under-enrollment of Black and Latino students in AP STEM courses?\",\"answer\":\"The brief links under-enrollment to resource inequities, educator bias, and racialized tracking, noting these issues begin before high school.\"},{\"question\":\"What kinds of actions does the brief recommend to state leaders?\",\"answer\":\"It recommends that state leaders ensure all middle school students have equitable access to high-quality, rigorous, relevant math and science courses and that schools implement fair policies for enrolling more Black and Latino students in advanced coursework.\"}]","Fostering STEM Aspirations for Students of Color in Middle School - Policy Brief | PDF",1792048942,23]