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Author(s):Dougherty, C., and Jian, S
Title:Orange juice or orange drink? Ensuring that "advanced courses" live up to their labels
Short Description:Recent evidence has accumulated that as student enrollment in advanced courses has expanded, increasing percentages of students, many from minority or low-income backgrounds, who are receiving credit for those courses are not learning the content implied by the course titles. It has proven to be much easier to enroll and give students credit for a course labeled “Algebra 2” than it has been to ensure that those students actually learn algebra.
Annotation:Many students are leaving high school ill-prepared for college and the workplace. This problem is especially pronounced among low-income and minority students. One major strategy for increasing students’ college and workplace readiness has been to enroll more students in advanced and college-preparatory courses in high school. Recently, troubling evidence has accumulated that as student enrollment in advanced courses has expanded, increasing percentages of students who are receiving credit for those courses are not learning the content implied by the course titles. It has proven to be much easier to enroll and give students credit for a course labeled “Algebra 2” than it has been to ensure that those students actually learn algebra.
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Associated Keywords:
Achievement Gap
Low-Income Students
Preparation/College Readiness

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