访问是进步:了解农村中学学生的访问和高级安置课程的结果
Phillip D Grant1, Ali Jahanaray1, T Logan Arrington2
1Department of Educational and Organizational Leadership, Clemson University, Clemson, SC 29630, USA.
概括
农村学校和大多数少数民族学生的学校提供较少的高级安置 (AP) 课程,并且AP考试成功率较低,扩大了大学准备差距.
科学领域:
- 教育政策 教育政策
- 教育公平教育公平教育公平
- 中学教育研究研究中学教育研究
背景情况:
- 获得高级安置 (AP) 课程对于大学和职业准备至关重要.
- 在AP课程的可用性和学生成果方面的差异仍然存在,特别是在农村和少数群体的学生群体中.
- 以前的研究可能低估了这些差异,因为依赖于采样数据.
研究的目的:
- 检查佐治亚州和南卡罗来纳州中学AP课程的可用性和结果.
- 调查学校地区 (农村) 和人口组成对AP接入和学生成绩的影响.
- 量化AP课程参与和考试成绩的差异.
主要方法:
- 对2021-22学年人口级学校数据的分析.
- 使用了两步定量方法,包括零膨胀负二项式回归 (ZINB) 建模.
- 关键预测因素包括学校地区,州和少数族裔多数人地位.
主要成果:
- 农村学校和具有少数族裔多数地位的学校提供的AP课程显著减少.
- 这些学校的学生的AP考试参与率和成功率明显较低 (例如,在农村学校中,获得3分以上的概率降低了59%).
- 人口层面的数据显示,AP访问的差异比以前从采样数据集中估计的要大.
结论:
- 在AP课程的获取和结果上存在显著的差异,这些差异基于学校地区和学生人口统计数据.
- 进入高级课程的差距可能会加剧现有的大学和职业准备不平等.
- 需要进行政策干预,以促进所有中学生平等获得AP课程.
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