Addressing Inequities in College Preparatory Course-Taking

Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: [email protected]; Web site: http://www.edpolicyinca.org

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Equal Education; Course Selection (Students); College Preparation; Disproportionate Representation; Graduation Rate; Student Characteristics; College Attendance; Access to Education; Educational Strategies; Public Schools; School Districts; High School Students; Best Practices; Barriers; Educational Opportunities; Educational Policy; Race; Ethnicity; Required Courses; College Admission; Alignment (Education)

Completing the A-G course sequence is the standard pathway to college for California high school graduates; however, findings indicate that there is substantial variation in A-G enrollment and completion rates across student subgroups and schools. This brief describes the distribution in access to and success in A-G courses as well as strategies that local leaders could consider to increase these rates among the students they serve. Drawing on the case studies of nine public school districts with exemplary A-G completion rates, we highlight best practices to broaden A-G access for students and ease barriers to completion. These practices include identifying gaps in availability and enrollment, implementing policies to expand equitable participation and completion, and monitoring A-G progress over time.

As Provided

2023

ED632973