Addressing Inequities in College Preparatory Course-Taking
Completing the A–G course sequence is the standard pathway to college for California high school graduates; however, findings indicate that there is substantial variation in A–G enrollment and completion rates across student subgroups and schools. This brief describes the distribution in access to and success in A–G courses as well as strategies that local leaders could consider to increase these rates among the students they serve. Drawing on the case studies of nine public school districts with exemplary A–G completion rates, we highlight best practices to broaden A–G access for students and ease barriers to completion. These practices include identifying gaps in availability and enrollment, implementing policies to expand equitable participation and completion, and monitoring A–G progress over time.
A related report by Sherrie Reed, Alexandria Hurtt, Michal Kurlaender, Justin Luu, and Cassandra Merritt (also available at right) provides the complete picture from which this brief emerges, finding that although overall participation in college preparatory coursework is increasing, disparities in course access and success by school, race/ethnicity, and socioeconomic status persist.
An appendix (also available at right) contains county- and district-level statistics for some of the statewide data points in the report.
A companion resource guide offers strategies, tools, and resources to improve access to and success in the A–G course sequence for all students as well as for key student subgroups. Drawing on interviews and data from nine school districts where the A–G course completion rate surpassed the statewide rate, author Patrick Lee highlights successful practices in three key areas: course alignment, counseling, and scheduling and placement.