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Indicator: Access to early college coursework

Definition

Students have access to Advanced Placement (AP), International Baccalaureate (IB), and 
dual enrollment courses.

RECOMMENDED METRIC(S)

Number of AP, IB, and dual enrollment courses offered, overall and by subject

Percentage of students in an early college course who take the relevant end-of-course test needed to earn credit (for example, AP or IB test), overall and by subject

Type(s) of Data Needed

Administrative data

Why it matters

Many students lack access to early college coursework in high school, despite its importance for college admissions and success. A nationwide analysis found that Black and Latino students are not equitably represented in advanced courses, and that these disparities relate to whether schools offer these courses and the number of seats available in them. Another nationwide study found that Black and Indigenous students had significantly less access to AP coursework than their peers, based on the number of AP courses offered and the size of the student body in their schools. Inequitable access to early college courses is compounded by inequitable access to the end-of-course tests students need to pass to earn college credit.  According to the College Board, a typical AP exam fee in 2022 was $96, or $62 for eligible students from low-income households.  Just 29 states provide additional support to cover these costs.  For every 1,000 White students in the United States, 185 enroll in an AP course and 139 take an AP test. In contrast, for every 1,000 Black students, 105 take an AP course and 73 take an AP test.

What to know about measurement

Districts record information about the courses and programs offered in schools as part of their regular operations, and report school-level data to Civil Rights Data Collection (CRDC) on the number of AP courses offered at each high school. For students who take AP and IB tests, high schools receive reports of their students’ exam scores and can use this information to calculate the percentage of students in early college courses who take the tests. 

To better assess whether students have equitable access to these opportunities, we recommend measuring the number of courses offered and the share of students taking the tests overall and by subject (rather than measuring only whether a school offers any early college courses). These school-level data should be disaggregated by schools’ demographic characteristics and examined alongside data on course participation captured in early college coursework completion in the Outcomes and Milestones section of this chapter.

Source frameworks

Six source frameworks reviewed for this report, including the Urban Institute’s Robust and Equitable Measures to Identify Quality Schools (REMIQS) framework  and National Education Association’s Great Public Schools Indicators Framework, discussed the importance of early college course access and completion, including access to and enrollment in AP, IB, and dual enrollment courses. 

References

The framework's recommendations are based on syntheses of existing research. Please see the framework report for a list of works cited.