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The brief analyzes Massachusetts AP policies, course access and completion by race/ethnicity, and links evidence-based investment to reducing persistent inequities.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/increasing-access-to-advanced-coursework-in-massachusetts-policy-brief-january-2024/583923/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/increasing-access-to-advanced-coursework-in-massachusetts-policy-brief-january-2024/583923.png","ImageObject",300,407,{"name":42,"@type":43},"\tCallum ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"How did the pandemic affect advanced coursework opportunities in Massachusetts?","Question",{"text":63,"@type":64},"Schools went online and AP, IB, and dual enrollment classes were quickly overhauled or canceled. 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Advanced coursework also allows students to earn credits and credentials in high school, so they can get a head start in college and/or their career. Unfortunately, many Black and Latino students and students from low-income backgrounds lack equitable access to advanced coursework opportunities, such as gifted and talented programs in elementary school, eighth grade Algebra courses, Advanced Placement (AP), International Baccalaureate (IB), and dual enrollment programs in high school. As a result, these students are missing out on crucial opportunities that can set them up for success after high school.\u003Cbr>Existing inequities in access to advanced coursework were exacerbated during the pandemic, when schools went online and AP, IB, and dual enrollment classes were quickly overhauled or canceled. Many already underserved students with limited access to technology, interruptions at home, and/or mental health issues were cut off from the additional resources and supports they needed to succeed and experienced a significant amount of unfinished learning. But, many schools and districts used federal emergency and recovery funds and new mechanisms to extend access to these students, and data shows that students with advanced coursework opportunities in middle school fared better than their peers, which suggests that investing in evidence-based programs and practices can accelerate students’ learning and reduce persistent inequities.\u003Cbr>Increasing access to advanced coursework requires commitment from state leaders to collect and analyze “disaggregated participation and outcomes data, and enact targeted, data-informed efforts to develop policies that increase access to, and success in, high-quality advanced coursework. This brief is designed to support these efforts by providing data analyses anda scan of policies and practices in Massachusetts for advocates, educators, and policymakers who are leading this work atthe state level.\u003Cbr>Policy Context\u003Cbr>Massachusetts is a national leader in AP performance and enrollment and ranks first in the nation for the percentage of graduating high school seniors who scored a 3 or higher on an AP exam in 2021 and 2022. While persistent disparities remain, the number of Black and Latino graduates in the state who take AP exams has increased over the last decade. However, in Massachusetts, standards for accepting AP credits vary at different public institutions—for example, some institutions accept a minimum AP test score of 3, while others require higher AP scores or don’t take AP credits at all. |  |\n\n[EdTrust.org](EdTrust.org)  \nINCREASING ACCESS TO ADVANCED COURSEWORK THE EDUCATION TRUST | JAN 2024  \n 1  \n\n| | \u003Cbr>According to the College Board, 36 states have statewide or systemwide AP credit policies, which typically require all public higher education institutions to award credit for AP exam scores of 3 or higher, with very limited exceptions.\u003Cbr>To better understand the potential consequences of Massachusetts’ inconsistent AP score acceptance policies, and how the pandemic may have changed those patterns, we analyzed state- and school-level data from the Massachusetts Department of Elementary and Secondary Education (DESE) and the National Center for Education Statistics on student access, enrollment, and performance in AP and other advanced courses.\u003Cbr>Access to Advanced Courses\u003Cbr>In 2021-22, only half of Latino students and slightly more than half of Black students completed at least one advanced | |\n| --- | --- | --- |\n| course, compared to 64% of all st","cbCaihWWrbQEGaLJ","https://ap.wps.com/l/cbCaihWWrbQEGaLJ","pdf",421180,"English","# Introduction\n# Policy Context\n# Access to Advanced Courses\n## Completion by race/ethnicity\n# AP Test-Taking","[{\"question\":\"How did the pandemic affect advanced coursework opportunities in Massachusetts?\",\"answer\":\"Schools went online and AP, IB, and dual enrollment classes were quickly overhauled or canceled. Underserved students with limited technology and other disruptions lost resources and supports needed to succeed, leading to significant unfinished learning.\"}]","Increasing Access to Advanced Coursework in Massachusetts - Policy Brief - January 2024 | PDF",1792049046,15]