Advanced Coursework Research Articles

Trajectories of advanced math taking for low-income students of color in middle and high school

Differential access to and enrollment in advanced mathematics for historically underrepresented groups is a pervasive problem in education, however, research has primarily focused on achievement rather than access. This necessitates an examination of who is accessing advanced coursework and what differentiates the course trajectories students follow across middle and high school. We utilized data from a large (N = 18,841), majority Latinx (57.6 % Latinx, 35.5 % Black, 6.1 % White/Other, and 0.6 % Asian/Pacific Islander) and low-income (77 % free/reduced-price lunch) sample of students followed longitudinally from middle through high school. Latent class analysis (LCA) categorized students into 6 classes representing commonly followed pathways of advanced math course taking from grade 6 to 12. Multinomial logistic regression was used to connect individual demographics, school readiness skills, and prior achievement variables to the likelihood of being assigned to a particular class. Prior academic performance was most strongly related to advanced math pathway assignment, but even controlling for this, gender, disability status, and cognitive and fine motor skills at age 4 also impacted the math pathway a student was likely to follow in middle and high school. Race/ethnicity was a significant differentiator only when comparing the two most advanced pathways. These findings highlight the importance of early school readiness skills and demonstrate how early opportunity gaps impact later student outcomes. Tailored intervention and supports are necessary to ensure equitable access to coursework which expands a student’s opportunities and chances for postsecondary success.

40 Two-week agriculture institute prepares Mississippi teachers to improve agricultural literacy in classrooms

Abstract Agriculturally rich communities in Mississippi, particularly those with high minority populations, suffer from significant educational disparities, resulting in a median poverty rate 7.8% higher than the national average. Persistent unequal opportunities within the public school system, and a limitation of youth having access to advanced coursework and technology create challenges in improving the welfare of Mississippi communities. Despite being grossly underpaid, teachers in Mississippi remain passionate about agriculture education, often utilizing their personal finances to provide students with opportunities to succeed. Thus, an immersive learning agriculture science professional development program was created for 5th-12th grade classroom teachers. The objective was to improve the quality of education for students by advancing the ability of teachers to foster understanding and practices in agriculture literacy. Teachers (n = 20; cohort 1, n = 12; cohort 2, n = 8) participated in a 2-wk summer institute. Teachers received continuing education credits for their teaching license, a stipend to alleviate associated costs, and supplies for their classroom. The teachers learned agriculture content (e.g., animal, plant, and soil sciences), engaged in hands-on learning labs (e.g., anatomy and immunology), participated in field excursions (e.g., animal handling), received literary instruction, and discussed teacher leadership. To determine if program outcomes were achieved, participants completed surveys (n = 3), interviews (n = 3), and submitted lesson plans (n = 2). Post-institute survey results of participating teachers indicated they were eager to implement their new knowledge in their classrooms, including but not limited to fetal pig dissections, reproductive tract anatomy, blue’s the clue, DNA extraction, carousel activity, mind mapping, and glow germ activity. Statistical analysis using one-way ANOVA was performed on pre- and post-survey knowledge assessment across both cohorts. Regarding agriculture content, self-assessment knowledge scores of both cohorts increased significantly (P ≤ 0.0001) during the post-survey. Both cohort 1 and 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Explain general livestock reproduction and reproductive management practices”; “Explain how a cow's immune system is similar to humans” and, “Explain why farmers work diligently to prevent disease”. In addition, cohort 2 teachers responded with a score of 80% or higher to: “On an assessment where I had to, “Accurately label the anatomical organs of a fetal pig”; “Correctly explain the basic function of fetal pig organs” and, “Explain pregnancy detection in animal science.” This professional development program successfully reached Mississippi teachers, equipping them with tools to increase agriculture literacy. The potential impact of this program extends to encourage more youth to pursue careers in agriculture, foster a more informed consumer base, and mitigate poverty rates within the state. Funding provided by USDA-NIFA-AFRI Education and Workforce Development proposal number 2021-67037-34210/1025666.

The Effects of Charter High Schools on Academic Achievement and College Enrollment: Evidence from Los Angeles

Abstract This paper estimates the causal effects of enrollment in one of five oversubscribed high-quality Los Angeles charter schools using a lottery design. Enrolling in a charter school increased eleventh-grade standardized test scores and enrollment and persistence in four-year colleges substantially, but had no effect on high school GPA. Charter students took more advanced coursework, were less likely to skip class, were more likely to apply to a four-year college, and reported more teacher support for college-going. The increase in four-year persistence appears to be driven by more enrollment and persistence in University of California campuses, which have higher graduation rates than the likely alternatives. This suggests that the effects of charter schools could depend on the availability of high graduation rate colleges.

Indicators of academic readiness for college: Evaluating an advanced Spanish language program

AbstractStudents who participate in advanced coursework in high school are more likely to enroll and persist in college. This study measured college readiness indicators of high school seniors enrolled in the Utah Spanish Bridge Program and analyzed whether performance differed based on race/ethnicity or on parent college completion. Findings show that race/ethnicity played a role in inequitable distribution of college readiness indicators to a larger extent than parent college completion. Hispanic students, although enrolled in advanced coursework at a higher rate than the school overall, were still at a disadvantage compared with their White peers. Findings can inform programs to improve educational outcomes and may suggest areas for future research.

Determining Who Is Worthy: Stakeholder Perspectives on a District’s De-Leveling Initiatives

Background/Context: Scholars and practitioners continue to work to identify ways to change structural conditions, school-level policy, and stakeholder mindsets to support minoritized youth in advanced coursework. Open access policies, in which students do not need a previous teacher’s approval or a prerequisite grade to enroll in an advanced offering, that are coupled with teacher training and student support are one positive direction. However, it is critical to consider whether open access policies are truly “open” and how students are placed in different levels of coursework. Purpose/Objective/Research Question or Focus of Study: The purpose of this article is to examine how key stakeholders, including students, counselors, and principals, understand and act on district initiatives in course placement decisions. Research questions are: (1) How do different stakeholders view their own role, and other stakeholders’ role, in determining who should be enrolled in more advanced coursework? (2) In what ways do different stakeholders understand educational equity in relation to the course placement process? (3) How are students’ reported experiences with course scheduling consistent with or in conflict with the practices and values reported by school administrators and counselors? Research Design: The district at the heart of this study was chosen because of its 10-year-long commitment to reducing barriers to advanced coursework, and implementation of many of the strategies identified as promising by prior research. We utilized a concurrent mixed-methods design involving interviews with principals and counselors and surveys of students, given that both quantitative and qualitative data provide partial perspectives on our research questions. Social reproduction theory served as an explanatory tool, as we considered how different stakeholders understood the idea of “choice” in students’ course-selection process. We looked specifically to ways that the district continues to classify students and contributes to the reproduction of ideas about who is “smart” and “worthy,” and who is not. Conclusions/Recommendations: To address the identified difficulties in reversing race- and class-based inequities in student course-taking, we outlined a set of comprehensive recommendations for policy and practice, at both the school and district level, and the teacher and leader preparation level. In part, these aim to address the variation that existed across the district, in terms of both mindset and policy implementation. Of note, technical solutions are not sufficient for equity-focused reforms, especially with socially constructed concepts such as “interest” and socially constrained pathways of “choice.”

Access and Opportunity: Increasing Advanced Placement Access for English Learners

Access and opportunity within an Advanced Placement (AP) Program prepare students for higher education. However, a disproportionate number of low-income students or students of color do not enroll in advanced courses partly due to institutional barriers and policies. This research evaluated a teacher’ s desire to change school policy, the exam scores, and student experiences at a school site that reduced barriers for English Learners (ELs) to take advanced placement classes. The qualitative study was framed by LatCrit theory focusing on a social justice perspective and school experience for Latinx identified as ELs. Results showed that EL success in advanced coursework is based on a supportive environment, access and opportunity, and a commitment to social justice.

Beyond Tracking: The Relationship of Opportunity to Learn and Diminished Math Outcomes for U.S. High School Students

Background/Context: In this study, we draw on evolving definitions of opportunity to learn (OTL) to conceptualize mathematics OTL has having two main components: structural OTL, defined by gatekeeping access to specific mathematics courses through the process of tracking, and instructional OTL, defined by the learning experiences of students in their mathematics courses. We also conceptualize both of these aspects of OTL as occurring in the current educational milieu, where sociopolitical factors reward or punish specific school strategies. Purpose/Objective/Research Question/Focus of Study: This study seeks to examine, using an OTL framework, the relationship between high school math teachers’ instructional practices, students’ course tracks in mathematics, students’ perceptions of mathematics, and students’ distal measures of academic attainment, including completion of advanced math coursework and completion of a high school diploma. Research Design: Using latent class analysis, this secondary data analysis analyzed the 2009 High School Longitudinal Study data from the National Center for Educational Statistics to examine mathematics instructional OTL based on math teachers’ objectives of emphasis and its relationship to structural OTL in the form of course tracking. Findings/Results: We identified “Enriched” and “Rote Knowledge and Skills” latent classes of math OTL. Teachers providing Enriched OTL emphasize the widest variety of objectives, including cognitively demanding problem-solving and logic objectives and practical applications of mathematics, while teachers providing Rote Knowledge OTL emphasize basic computation, algorithms, and computation skills. Black students, Hispanic students, and students living in poverty were more likely to be in math OTL classes focused primarily on basic concepts, algorithms, and computation, with little to no emphasis in more applied and cognitively demanding math course objectives, and they were less likely to be enrolled in advanced ninth-grade math courses. Students in Rote Knowledge OTL courses with little to no emphasis in applied and cognitively demanding math course objectives had lower mathematics identity and self-efficacy, and math achievement. Conclusions/Recommendations: This study adds to the literature suggesting that students in the United States experience an opportunity gap rather than an achievement gap, and that opportunity gaps are both structural and instructional. This study also adds to the literature suggesting student sorting systems are inherently unequal and must be addressed through policy, leadership, and cultural shifts in both schools and districts.

Enhancing specialty training in geropsychology competencies: an evaluation of a VA Geriatric Scholars Program advanced topics workshop

ABSTRACT There is a growing need for psychologists with specialized training in geriatric mental health competencies. The Geriatric Scholars Program for Psychologists (GSP-P) was created to address this shortage within a large integrated healthcare system. In 2019, GSP-P piloted an advanced workshop designed to enhance expertise in geriatric mental health competencies among graduates of its foundational competencies core course. The workshop included 3.5 days of expert-led seminars regarding the biopsychosocial needs of older adults with chronic medical illness and was followed by completion of an individualized learning plan. This paper describes the evaluation of the course using a mixed methods with data collected prior to the workshop, immediately post-workshop, and six months post-workshop. Results indicated enthusiasm for the workshop, significant improvements in four geropsychology domains on the Pikes Peak Geropsychology Knowledge and Skill Assessment Tool, and benefit from completion of the independent learning plans. Our findings demonstrate that continued enhancement of geropsychology competencies through advanced coursework is feasible and improves knowledge and skill, particularly when combined with individualized learning plans.

The Multilevel Research‐Intensive Community Creates Equity and Provides an Alternative to Standard Diversity Pipelines

Inducting lower‐division undergraduates into a community of practicing scholars is impeded by boundaries that segregate roles, responsibilities and identities at each academic level. Faculty at universities with large undergraduate populations have difficulty mentoring a significant fraction of undergraduates with standard 1‐on‐1 research apprenticeship. Research opportunities are thus conserved for students with the most apparent “merit”. With scarcity of opportunities, faculty do not have to advertise opportunities widely, disparately impacting recruitment of underrepresented students with limited social capital. Furthermore, underrepresented students are less likely to seek research experiences in later years if they lacked transformative experiences when career decisions are typically made in the first two years. Faculty filter applicants by establishing easily quantifiable criteria such as completion of advanced coursework, availability, and initial GPA. Use of these poor metrics of research potential have disparate impact on selection of students that have had insufficient preparation in high school, difficulty securing accommodations for disabilities, or need to work to pay for college. Criteria such as GPA and intention to pursue graduate study are perverse criteria because both increase significantly with research experiences. Inability to make informed selections can exacerbate implicit bias, especially in the absence of a track record of success. When working in isolation, students lacking specific knowledge or skills require remediation, which then diminishes retention in the lab in subsequent semesters. Disparate impacts on recruitment, selection, and retention are not manifestations of an unmet need to remediate deficits, but an unmet need for a research education model that removes barriers to participation. The Aggie Research Program (ARP) at Texas A&M is a research‐intensive community, based on asset models and leadership. Instead of 1‐on‐1 research apprenticeship, research is performed by a diverse undergraduate research team led by a graduate student or postdoctoral scholar preparing for the next stage of a research career. Research teams are productive because they further the team leader’s research by leveraging each undergraduate’s unique assets (talents, skills, perspectives, and experiences). Designed to remove institutional, economic, and cultural barriers to participation of underrepresented students, this model “targets within universalism” to achieve equity. First, research teams incur minimal risk to productivity if a potential recruit lacks a particular skill. With “legitimate peripheral participation”, neophytes without a track record can exhibit a growth trajectory. Over the course of multiple semesters, experienced team members become peer mentors to new team members. Team leaders meet in periodically to explore common interests in research leadership. The result will be an organic transition of an underrepresented undergraduate, who has not yet committed to a research career, to a potential faculty member, who creates diverse research education programs.

Tight connection to success: the college credit plus program

The state mandated College Credit Plus (CCP) program in Ohio has grown significantly for several years. Many general education core courses are being offered to high school students, on-premises or in a partnering university. In mathematics, students can complete pre-calculus courses while in high school. In forming the partnerships with high schools, universities have applied remediation free standards for initial placement and improved efforts to enhance the school classroom learning experience. The partnerships have facilitated a smoother transition from high school to college, and universities have invested additional resources to ensure the success of CCP students. The high school teachers have completed advanced graduate coursework to qualify and become credentialed in the CCP program. The CCP initiative has successfully bridged the gap that existed between K-12 and universities by tightening the collaboration among high school teachers and university faculty. As a result, Kent State University has seen an increase in freshman registration which we posit is due to CCP. Students who follow the CCP program are significantly better prepared for college. Technology has been used to provide a previously inaccessible experience in mathematics for CCP students. Data on the success of the overall CCP program are highlighted in the article.

Evaluation of an Advanced Topics Workshop in Geropsychology: The Value of Depth in Training

The Geriatric Scholars Program- Psychology Track (GSP-P) was implemented to address the dire shortage of mental health providers with geriatrics expertise within the VA, a large integrated healthcare system. One hundred and five psychologists participated in the GSP-P introductory geropsychology competencies course. Though they exhibited significant improvements in confidence, knowledge, and skills across geropsychology domains, increased depth (in addition to breadth) of training is needed. In 2019, GSP-P implemented an advanced workshop for graduates of the introductory course. Twenty-one psychologists participated in the workshop, which included 3.5 days of expert-led seminars followed by completion of an individualized learning plan over six months. Results from our evaluation indicated significant improvements in four of five geropsychology domains on the Pikes Peak Geropsychology Knowledge and Skill Assessment Tool. Our findings demonstrate continued enhancement of geropsychology competencies through advanced coursework is feasible and improves depth of training, particularly when combined with individualized learning plans.

Do experiences of interactional inequality predict lower depth of future student participation in peer review?

Across disciplines and educational levels, peer feedback has emerged as a broadly useful pedagogical strategy. However, the value of peer feedback depends upon students being willing to provide each other substantial feedback. We develop a novel application of game theory to study whether students’ experiences with interaction inequality in peer feedback predict lower participation in future peer feedback assignments. Two kinds of inequality are explored: inequality in amount and inequality in the helpfulness of received vs. providing feedback. We examine data from students (N = 732) enrolled in the three different courses (varying in discipline and level) using the same online peer review platform. We use advanced multiple regression models to test four theoretically-derived hypotheses regarding the overall effects of experienced inequality, three hypotheses involving contextual moderators of that effect. The results confirmed the hypothesized relationship of experiencing inequality in the number and quality of feedback provided vs. received with the subsequent depth of participation in peer reviewing. The results also generally confirmed the three predicted moderators of the relationship: stronger observed relationships with inequality experiences for weaker students, in later assignments, and in more advanced coursework. This study is unique in applying and extending game theory to computerized peer review and in its approach for studying the relationship of specific prior experiences with future peer review participation. The findings provide new practical insights into what is essential to manage in peer review processes.

Should Students with AP Credit Repeat Coursework in College? A Multilevel Analysis

Research on the Advanced Placement (AP) program generally shows that students scoring 4s and 5s on AP exams outperform their non-AP peers in subsequent college courses. However, faculty and academic advisors often suggest that students with AP credit should repeat prerequisite courses in college before attempting advanced coursework. We compared grades of 20,409 students in 42 subsequent courses across three groups: students who used AP credit as a prerequisite, students who earned AP credit but repeated the prerequisite courses in college, and students without AP credit. Results with two-level cross-sectional multilevel modeling showed that AP students performed similarly in subsequent courses whether they chose to repeat prerequisites or not; both groups outperformed non-AP students with similar academic backgrounds.

STEM Pathways of Rural and Small-Town Students: Opportunities to Learn, Aspirations, Preparation, and College Enrollment

Using the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study documents that rural and small-town students were significantly less likely to enroll in postsecondary STEM (science, technology, engineering, and mathematics) degree programs, compared with their suburban peers. This study also shows that schools attended by rural and small-town students offered limited access to advanced coursework and extracurricular programs in STEM and had lower STEM teaching capacity. Those opportunities to learn in STEM were linked to the widening geographic gaps in STEM academic preparation. Overall, our findings suggest that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.

Understanding Unfulfilled AP Potential Across the Participation Pipeline by Race and Income

Background/Context Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. There are a number of prevailing reasons, both structural (schools do not offer the courses, or teachers do not accurately identify students) and as well as student- centered (lack of motivation, conflicts with other activities, or lack of self-efficacy). Purpose/Objective/Research Question/Focus of Study This study seeks to empirically test these common reasons for foregoing AP participation with the following research questions: How are student and school characteristics related to the probabilities of students attending a high school that offers a corresponding course, enrolling in the course, and taking the exam? To what extent are explanations such as students’ constraints on time, lack of motivation, or lack of self-efficacy related to the probability of AP course- and exam-taking, net of student- and school-level measures? How well do AP potential estimates align with teacher recommendations into advanced coursework? We focused on differences across race and class throughout. Research Design We define AP potential as a 60% percent probability or better of receiving at least a 3 on an AP exam in either math or English. Using a nationally representative sample of sophomores in 2002 whom we identified as having AP potential, we answered the first research question with a sequential logit. We then used postestimation commands in Stata to examine motivation, hours working, hours in extracurricular activities, and measures of English and math self-efficacy to address the second research question. For the third research question, we modeled the probability of student misidentification—or the probability that the teacher of a student with AP potential will not identify them for honors or AP courses—using a logit. Conclusions/Recommendations We found that large shares of students did not fulfill their AP potential, which varied by student background and subject area. We did not find support for many of the student-centered reasons for forgoing AP, such as lack of motivation and constraints on time due to work or extra-curricular activities. We did find, however, that teacher identification and academic self-efficacy mattered to AP course- and exam-taking, especially for marginalized students, suggesting viable policy and practice levers to improve equitable AP participation. We discuss implications for policy, practice, and research.

Icahn School of Medicine at Mount Sinai.

Icahn School of Medicine at Mount Sinai.

Bridging the Gap: Using Simulation to Build Clinical Skills among Advanced Standing Social Work Students

ABSTRACT The integration of evidence-informed practices in social work education can be difficult given the crowded curricula of most Master of Social Work programs, particularly for advanced standing MSW students who launch directly into advanced concentration year coursework after obtaining their Bachelor of Social Work (BSW). Several factors impact decisions about the integration of evidence-informed curricula, including the time, location, and order of infused material and choosing curriculum content that can be applied across a range of professional settings. Social workers frequently encounter clients who are reluctant to change or are mandated to receive social work services. Practitioners need the skills to engage and empower those clients toward change. This paper reports on the evaluation of a tripartite training module on Motivational Interviewing (MI) for advanced standing MSW students, which is centered around social simulation. Results of one-way repeated ANOVAs highlighted statistically significant increases in students’ knowledge about MI, as well as enhanced Counselor Self-Estimate Inventory scores from pre-simulation to post-simulation, lending promising substance to social simulation as an effective, useful method in the education of advanced standing MSW students.

Differentiating Among High-Achieving Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing

This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students’ performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students ( N = 1,893), we conducted a study to compare estimates from two measurement theories, classical test theory (CTT) and IRT. CTT and IRT make different assumptions about the analysis that impact the reliability and validity of the scores obtained from the test. IRT can also differentiate students based on the student’s grade or within a grade by using the unique string of correct and incorrect answers the student makes while taking the test. This differentiation may have implications for identifying or classifying students who are ready for advanced coursework. An exploration of the differentiation for Math, Reading, and Science tests and the impact the different measurement frameworks can have on classification of students are explored. Implications for academic talent identification with the talent search model and development of academic talent are discussed.

STUB Network: Statisticians and Biologists Improving Statistics Education in Introductory Biology

Introductory biology courses typically incorporate data collection and analysis into laboratory assignments, and therefore teach some basic statistics. However, these curricula are generally developed without input from statisticians and are taught by instructors, often graduate students, with a range of experience using statistics but no training in statistics education. Given the importance of statistical thinking and other quantitative approaches in biology, the Statistical Thinking in Undergraduate Biology (STUB) network was established to facilitate coordination of best practices and assessment of statistical thinking in introductory biology students. As an example of the network’s benefits, we present a case study involving redesign of laboratory activities in an Introduction to Organismal Form and Function course. Changes include alignment of language with that used in statistics courses, more thorough instruction about experimental design and statistical tests, and use of an online simulation tool shown to improve understanding of statistical inference in statistics courses. These changes are supported by statistics faculty participating in the training of biology teaching assistants. An assessment in progress compares conceptual understanding and attitudes toward statistics before and after the redesigned lab activity; the assessment tool is being used throughout the STUB network, providing comparable data across institutions. This kind of cross‐disciplinary collaboration has the potential to improve statistical thinking in undergraduate biology students, better preparing them for advanced coursework and for careers in modern biology.Support or Funding InformationNSF Research Coordination Network‐Undergraduate Biology Education (RCN‐UBE)

Examining enrolment decisions and life challenges of adult learners in advanced technologies programs

ABSTRACT The majority of students in the United States completing advanced technologies coursework, certifications, and AS/AAS degree programs within two-year colleges are adults with complex lives. They have to balance an array of challenges including health, children, and work. These school-work-life challenges can be informed by a body of knowledge related to adult decision-making patterns. Based on a national study of students in advanced technologies, we found females were significantly more likely to participate based on personal reasons. African American/Black students were significantly more likely to participate based on personal, life circumstances, and program fit. Hispanic/Latino students were more likely to participate based on personal, life circumstances, and program fit factors. Thus, enrolment and recruitment strategies at the 2-year institutional and program levels should prioritise adults/working professionals, females, and ethnic and racial minority students as a critical component of their support system, and faculty need to be knowledgeable about adult life patterns and transitions to accommodate working adult learners in their courses and programs.