Explaining Race, Poverty, and Gender Disparities in Advanced Course-Taking.
Explaining Race, Poverty, and Gender Disparities in Advanced Course-Taking.
复制标题
解释高级课程中的种族、贫困和性别差异。
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Patrice Iatarola
中科院分区：
文献类型：
--
作者：
D. Conger;M. Long;Patrice Iatarola
我们使用佛罗里达州高中生的面板数据来研究高级课程学习中的种族、贫困和性别差异。虽然白人学生比黑人和西班牙裔学生更有可能参加高级课程，但当我们以可观察到的高中前特征为条件时，这些差异就被消除了。事实上，黑人和西班牙裔学生比明显相似的白人学生更有可能参加高级课程。控制学生的高中前特征可以大大缩小贫困差距，小幅缩小亚裔与白人之间的差距，而对女性与男性之间的差距几乎没有任何影响。与明显相似的白人学生相比，黑人和西班牙裔学生就读的高中提高了他们学习高级课程的可能性；这一优势主要是由于少数族裔不成比例地进入精英学校而产生的。最后，最近联邦和各州旨在增加贫困和少数族裔学生学习高级课程的机会的努力似乎成功地提高了 2003 年至 2006 年参加高级课程的学生比例。然而，长期趋势（或政策对非贫困、非少数族裔学生的溢出效应）刺激了其他学生的更快增长，导致这些年的人口差距扩大。 © 2009 年公共政策分析与管理协会版权所有。
We use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course-taking. While white students are more likely to take advanced courses than black and Hispanic students, these disparities are eliminated when we condition on observable pre-high school characteristics. In fact, black and Hispanic students are more likely than observably similar white students to take advanced courses. Controlling for students' pre-high school characteristics substantially reduces poverty gaps, modestly reduces Asian-white gaps, and makes little dent in female-male gaps. Black and Hispanic students attend high schools that increase their likelihood of taking advanced courses relative to observably similar white students; this advantage is largely driven by minorities disproportionately attending magnet schools. Finally, recent federal and state efforts aimed at increasing access to advanced courses to poor and minority students appear to have succeeded in raising the share of students who take advanced courses from 2003 to 2006. However, secular trends (or spillovers of the policies to non-poor, non-minority students) have spurred faster growth for other students, contributing to widening demographic gaps in these years. © 2009 by the Association for Public Policy Analysis and Management.