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Findings show that students who take and pass Algebra I in eighth grade still take advanced math courses at lower rates than peers. Results link advanced course-taking with better graduation, GPAs, and postsecondary persistence, while highlighting distinct school-level experiences with teachers and counselors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/opportunities-denied-high-achieving-black-and-latino-students-lack-access-to-advanced-math/583912/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/opportunities-denied-high-achieving-black-and-latino-students-lack-access-to-advanced-math/583912.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report study about high-achieving Black and Latino students?","Question",{"text":112,"@type":113},"It explores differences in math course enrollment patterns for high school students, focusing on access to and participation in advanced math after taking and passing Algebra I in eighth grade.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key outcome differences are reported for students who take advanced math courses?",{"text":117,"@type":113},"Students who take advanced math courses show higher four-year graduation rates, higher GPAs, and stronger postsecondary matriculation and persistence, along with more STEM credit-earning.",{"name":119,"@type":110,"acceptedAnswer":120},"How do school experiences relate to advanced math course-taking?",{"text":121,"@type":113},"The report finds meaningful differences in experiences with math teachers and school counselors, including clearer goals, higher counseling standards, more college preparatory activity, and differing perceptions of safety and pride for some groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583912,1792165868,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","DECEMBER 2023  \nOpportunities  \nDenied  \nHigh-Achieving  \nBLACK AND LATINO  \nSTUDENTS  \nLack Access to Advanced Math  \n[edtrust.org](edtrust.org) [justequations.org](justequations.org)  \nTABLE OF CONTENTS  \nExecutive Summary ..................................................................................................................... 4  \nIntroduction ................................................................................................................................ 6  \nResearch Questions..................................................................................................................... 8  \nMethodology............................................................................................................................... 8  \nFindings ..................................................................................................................................... 9  \nMath Course-Taking Patterns for High-Achieving Students .......................................................... 9  \nAdvanced Math Course-Taking and Postsecondary Outcomes .................................................... 10  \nSchool-level Factors and Advanced Math Course-Taking ........................................................... 13  \nCall for Better Data ................................................................................................................... 20  \nPossible Solutions and Promising Practices .............................................................................. 20  \nWhat Should District Leaders Do? ............................................................................................ 20  \nRecommendations for Federal Policymakers and Decision-Makers ............................................. 21  \nRecommendations for K-12 State Policymakers ......................................................................... 22  \nRecommendations for Higher Education Policymakers ............................................................... 23  \nConclusion ............................................................................................................................... 24  \nReferences ................................................................................................................................ 25  \nEndnotes................................................................................................................................... 26  \nOpportunities Denied  \nHigh-Achieving  \nBLACK AND LATINO STUDENTS  \nLack Access to Advanced Math  \nBY MELODIE BAKER, National Policy Director at Just Equations, IVY MORGAN, Director of P-12 Research and Data Analytics at EdTrust, and GIZELLA WADE, Graduate Student at UCLA  \nEXECUTIVE SUMMARY  \nFor this brief, EdTrust and Just Equations partnered to explore differences in patterns of math  \ncourse enrollment for high school students using data from students who participated in the 2009  \nHigh School Longitudinal Study (HSLS:09) . Like other research has shown, we find that high  \nachieving Black and Latino students and students from low-income backgrounds who take and  \npass Algebra I in eighth grade still end up taking advanced math courses in high school at lower  \nrates than their peers. The data also points to the likelihood that students who did and did not  \ntake advanced math courses in high school have different experiences with math teachers’ and  \ncounselors’ practices and perceptions. Below are the key findings:  \n• High-achieving underrepresented students who took advanced math courses had higher  \nfour-year graduation rates and high school GPAs, as well as higher postsecondary  \nmatriculation and persistence rates, STEM credit-earning, and GPAs than their high  \nachieving underrepresented peers who did not.  \n• Among high-achieving underserved students, there are meaningful differences in the school experiences of those who took advanced math courses, compared with peers who did not take advanced math ","cbCaiqqtE6pIpz8n","https://ap.wps.com/l/cbCaiqqtE6pIpz8n","pdf",8888035,28,"English","# Executive Summary\n# Introduction\n# Research Questions\n# Methodology\n# Findings\n## Math Course-Taking Patterns for High-Achieving Students\n## Advanced Math Course-Taking and Postsecondary Outcomes\n## School-level Factors and Advanced Math Course-Taking\n## Call for Better Data\n## Possible Solutions and Promising Practices\n## Conclusion\n# References\n# Endnotes","[{\"question\":\"What does the report study about high-achieving Black and Latino students?\",\"answer\":\"It explores differences in math course enrollment patterns for high school students, focusing on access to and participation in advanced math after taking and passing Algebra I in eighth grade.\"},{\"question\":\"What key outcome differences are reported for students who take advanced math courses?\",\"answer\":\"Students who take advanced math courses show higher four-year graduation rates, higher GPAs, and stronger postsecondary matriculation and persistence, along with more STEM credit-earning.\"},{\"question\":\"How do school experiences relate to advanced math course-taking?\",\"answer\":\"The report finds meaningful differences in experiences with math teachers and school counselors, including clearer goals, higher counseling standards, more college preparatory activity, and differing perceptions of safety and pride for some groups.\"}]","Opportunities Denied - High-Achieving Black and Latino Students - Lack Access to Advanced Math | PDF",1792048999,71]