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The brief provides recommendations for state, system, and school leaders to ensure equitable access to college-prep curricula. 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D., Associate Professor of Counseling, Higher Education, and Special Education at the University of Maryland. The Campaign and the author extend their gratitude to Michele Siqueiros and Vikash Reddy, Ph. D., co-editors of the Equity, Inclusion, Action series. We also thank Orville Jackson and Melodie Baker, Ph. D., for their review and thoughtful feedback. The research referenced in this policy brief would not have been possible without the collaboration and contributions of numerous graduate students at the University of Michigan, who served as research team members and thought partners. These students include: Katherine Lebioda, Davinia Rodríguez-Wilhelm, Joshua Skiles, Cassandra Arroyo, Braini McKenzie, Reuben C. Kapp, and Nicole J. Wilson. Many of the data and findings presented were supported by funding from the William T. Grant Foundation. We are grateful to the funders who are supporting this series of briefs, including The Lumina Foundation, The Stuart Foundation, The College Futures Foundation, The Kresge Foundation, The W. K. Kellogg Foundation, Eileen and Harold Brown, The Evelyn and Walter Haas, Jr. Fund, and GPSN.  \nPlease visit our website for more resources to affirm equity, ensure inclusion, and empower action.  \n[www.collegecampaign.org](www.collegecampaign.org)  \n2 Realizing Equitable Access to Rigorous College-Preparatory Coursework • The Campaign for College Opportunity • August 2025  \n1  \nPreface  \nOver 50% of American students in our public schools are Latinx, Black, Asian American, Native Hawaiian and Pacific Islander (NHPI), or American Indian/Alaska Native (AIAN). Tapping into their talent and ensuring their access to a college education is essential to our future economic power and the success of our multi-racial democracy. Yet, despite the historical exclusion and current underrepresentation of many Americans in our colleges and universities—including those who are first-generation, undocumented, or low-income—anti-equity forces continually threaten to regress the nation back into a pre-civil rights era of darkness and exclusion.  \nThese pressures are not new. Setbacks to our progress, such as the current national attacks on diversity, equity, and inclusion and the 2023 Supreme Court of the United States’s (SCOTUS) decision curtailing race-conscious college admissions, follow a lineage of discrimination. That is why the Campaign for College Opportunity launched the Equity, Inclusion, Action initiative, which ensures historically underserved students are supported to reclaim their right to a college education free of barriers and empower them to thrive in our nation’s economy and democracy. The EIA initiative accomplishes this by equipping higher education stakeholders with a blueprint for resistance, combatting discriminatory attacks with solutions in college preparation, admission, affordability, and completion that protect every student’s right to a transformative college degree.  \nTrue leadership is demonstrated on the frontlines of resistance in activating this blueprint. By standing with students in equity, inclusion, and action, higher education and policy leaders advance the core value that all people in America—regardless of race, ethnicity, zip code, income level, or documentation status—should be afforded a college degree and the opportunity to succeed. Our country’s future counts on our fight to make good on the progress our ancestors dreamed of.  \n3 Realizing Equitable Access to Rigorous College-Preparatory Coursework • The Campaign for College Opportunity • August 2025  \nIntroduction  \nThis brief examines the importance of access to college-prep coursework in high school; barriers facing Latinx, Black, underrepresented Asian American, NHPI, and AIAN students in the U.S. who are trying to enroll ","cbCaimrGIQHSUKqV","https://ap.wps.com/l/cbCaimrGIQHSUKqV","pdf",7289607,34,"English","# Preface\n# Introduction\n# Barriers to Rigorous Coursework\n## Minoritized Students Remain Locked out of Rigorous Coursework","[{\"question\":\"Why is access to college-prep coursework considered critical for college admission?\",\"answer\":\"The brief explains that high school course rigor and performance, especially in college-prep courses, are top factors admissions officers consider. It also notes that some states treat these courses as explicit requirements for admission.\"},{\"question\":\"Which student groups face barriers in accessing rigorous college-preparatory coursework?\",\"answer\":\"Barriers are described for Latinx, Black, underrepresented Asian American, NHPI, and AIAN students. It emphasizes that these groups are regularly less likely to access rigorous courses.\"},{\"question\":\"What actions does the brief recommend for improving equitable access?\",\"answer\":\"The brief recommends that state, system, and school leaders work to ensure equitable access to college-prep curricula. It frames higher education stakeholders as needing a blueprint for resistance through solutions across preparation, admission, affordability, and completion.\"}]","Realizing Equitable Access to Rigorous College-Preparatory Coursework - Policy Brief | PDF",1792046182,86]