Even before the pandemic, students from low-income backgrounds and American Indian, Black, and Latinx students were less likely to be enrolled in key advanced courses such as Physics, Calculus, Computer Science, Advanced Placement (AP) and International Baccalaureate (IB) courses, music, and advanced foreign languages than their not-low-income and White peers.
The reasons for this are two-fold. Students from low-income backgrounds and American Indian, Black, and Latinx students are less likely to attend schools that offer these critical courses. And even when they do attend schools that offer the classes, students from historically under-served groups are less likely to be enrolled in them.
Although New York has made some progress, the state’s path to recovery will rely upon our education systems’ ability to ensure that all students have access to high-quality academic coursework. We call on state leaders to:
- Invest in an infrastructure that supports more access to advanced coursework.
- Require school districts to provide every family with clear and concise information, in multiple languages, about the courses their child can take.
- Enable automatic enrollment in the next available advanced course for students who demonstrate readiness.
- Ensure that any school or district has an action plan to decrease disparities in advanced course enrollment.
Explore Regional Data
Across New York State, historically under-served students are less likely to be enrolled in advanced coursework. See what this disproportionality looks like in your region.
Download Summary By Region
Equitable Access Now Blog Series
The New York Equity Coalition hosted discussion groups with students to hear why this equity issue is so critical. The three-part Equitable Access Now blog series shares what they had to say in their own words.
This legislative session, New York has the opportunity to pass S.1111A/A.4407A. This bill would improve educational equity in New York State by informing families early on about the benefits of enrolling in advanced classes and the supports available.
Take one minute to email your representatives, and urge them to make certain ALL students have access to the courses they deserve by supporting this critical bill!
Proficient and Passed Over
Even when students who are low-income; Latinx, Black, and American Indian students; current and former English Language Learners; students with disabilities; and students in temporary housing demonstrate that they are meeting the state’s academic standards by scoring “proficient” or “advanced” on their grade 7 state math assessment, they are less likely than their peers to be given the chance to take advanced math classes in grades 8 and 9.
A Statewide Challenge
How schools can support students in accessing advanced courses, and what students think can be done better
How do students think schools can increase opportunity now and in the long term? From offering pre-work to advanced courses, hybrid instruction options, and more, students have plenty of ideas on how their schools can either improve what they’re already doing or implement new supports.
How access to information and enrollment practices can hold students back from taking advanced courses
Enrollment practices, how information is disseminated to students and families about taking advanced coursework, and whether or not a school offers advanced courses are a few barriers to whether or not students are enrolled early on — or enrolled when they would like to be.
Students say advanced courses should be available to everyone. But in New York, not all students have access.
Rebecca graduated from high school believing that learning was not just routine memorization — but that what she learned in the classes she took throughout middle and high school equipped her with skills to be successful in life.
New York’s education system denies students of color access to courses that prepare them for college, careers, and active citizenship
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Civil rights, education, parent & business groups commend NYSED for new guidance on improving equitable access to advanced coursework
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Just one in three New York public high school recent graduates report that they felt “significantly challenged” in high school, and roughly half of those who went on to college report having to take at least one remedial course.
Legislators, superintendents, business leaders, parents, and students join together to ensure all students have access to critical courses
More than 500 parents, educators, and community leaders across New York are calling on state education officials to take steps to ensure that all students have access to the critical courses that will prepare them for success in college, careers, and civic life.
Read about why ensuring all students have access to key courses is critical for New York’s future...