“We believe this report makes plain that is time to think differently about how to identify, engage and resource Black and Latinx students. Thousands of students are ready to succeed in AP STEM right now but are being denied access through outdated metrics, unnecessary prerequisites, and myopic student selection criteria.” Dr. Sasha Rabkin, President, Equal Opportunity Schools.
In Shut Out: Why Black and Latino Students are Under-Enrolled in AP STEM Courses, The Education Trust teamed up with Equal Opportunity Schools — a nonprofit organization that partners with school, district, and state leaders to close race and income enrollment gaps in AP and IB programs — to look specifically at access to AP courses in science, technology, engineering, and math (STEM). From a sample of 80 districts across 24 states, we analyzed student survey data, administrative school files, school course enrollment, and interviewed a number of school leaders and educators to help contextualize the data.
The Education Trust previously estimated that nearly 225k Black and Latino students are missing from AP courses they should otherwise have access to while in high school. Missed opportunities to enroll Black and Latino students in AP STEM courses have profound negative implications for students’ overall preparation for and success in college and limit the diversity of the STEM workforce. According to The Pew Research Center, Black people represent 11% of the workforce but are only 9% of those in STEM jobs. Similarly, Latino people make up 17% of the workforce but only 8% of those in STEM jobs. Jobs in STEM fields often come with higher-paying salaries that, over time, could help close the racial wealth gap that finds Black households to have only a fraction of the wealth of White households.
Many state, district, and school leaders have not addressed systemic barriers and conditions that make it difficult, and in some cases impossible, for students to enroll in AP STEM courses, including a failure to create school climates that make underserved students feel welcomed in these courses.
To increase enrollment of students of color in STEM courses, Ed Trust calls on state leaders to:
- Enact and encourage more equitable enrollment policies and practices, such as identifying students for advanced courses using multiple measures and implementing automatic enrollment policies
- Cover the costs of exams, transportation, and other materials to eliminate the cost of enrollment in advanced coursework opportunities and require districts and school to share information about enrolling in advanced coursework opportunities in families’ home languages
- Provide technical support to schools and districts failing to adequately enroll students of color, students from low-income families in advanced coursework opportunities
- Invest in increasing the diversity of the teacher workforce, given the research that students of color are more likely to be referred for advanced coursework when they have a teacher of color
District and school leaders can also increase the number of Black, Latino, and students from low-income backgrounds who enroll in AP STEM courses by:
- Ensuring that high schools have adequate college counselors and other trusted adults who can help students identify courses that are rigorous and challenging, meet their interests and put them on the path for college and career success
- Collect data through surveys of students, families, and educators to better understand students’ interests and aspirations and to improve school climate
- Recruit and support additional educators of color
- Provide professional development to educators and administrations about proactively identifying Black and Latino students for advanced courses and using culturally relevant curricula and instructional practices
“Black and Latino students, and those from families with lower incomes are being systematically excluded from participating in AP STEM courses and ultimately our nation’s most prestigious universities,” said Denise Forte, interim CEO of The Education Trust. “This new research changes the narrative that this is because students are ‘not interested’ or ‘prepared’ for these courses and put the burden directly on state, district and local school officials to create conditions that will allow these students to access and thrive in these courses.”
This story first appeared online as a press release.
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