Opportunities Denied High-Achieving - BLACK AND LATINO STUDENTS - Lack Access - Advanced Math

TO THE POINT The secondary and postsecondary outcomes of high-achieving students who took advanced math courses differ from the outcomes of peers who did not take advanced math courses in the following ways: • High school GPAs and four-year high school graduation rates were higher14 • Postsecondary education matriculation and persistence rates were higher • Rates of attendance at highly selective. [...] Among high-achieving students who took advanced math courses, 74% of Black students and 81% of Latino20 students experienced “standard” matriculation to and through postsecondary schooling; while the same was true for only 58% of Black students and 53% of Latino students who did not take advanced math courses in high school. [...] MATH TEACHER BELIEFS AND PRACTICES High-achieving, underserved students who took advanced math courses more commonly had math teachers who set clear goals than peers who did not take advanced math courses Specifically, among high achievers, nearly 100% of students who took advanced math courses (of each group of interest — Black and Latino students and students from low-SES backgrounds) had math t. [...] Ensure all the work conducted and supported by the Institute for Education Sciences (IES) and its centers prioritizes addressing inequities in educational opportunities and outcomes for students of color, students from low-income backgrounds, English learners, students with disabilities, LGBTQ+ students, students experiencing homelessness, students in the foster care system, and students who are i. [...] Support positive school climates and a student’s sense of belonging in advanced classes Underrepresentation of students in advanced math programs can contribute to feelings of isolation or a lack of belonging among the few Black and Latino students who take these courses in a majority White classroom.