Rigorous Coursework

IMPACT ON LOW-INCOME AND FIRST

GENERATION POPULATIONS
PRESENTATION TO THE RURAL ALLIANCE
JANUARY 2015
BARBARA PETERSON, NLA GROUP

Rigorous Coursework
The academic intensity of a students high school

curriculum counts more than any other factor in

predicting if he or she will be successful in college.
(Adelman, 2006; College Board p 5).
Rigorous coursework could include: AP, Dual-credit,

IB.

Rigorous coursework and PSE success

Rigorous coursework is strongest predictor of college

(PSE) success (ACT, 2005; ACT 2007, Adelman

2006; Florida Department of Education 2005;
Mathews 2005, 2007, 2008;
But students do not enter high school with same
academic background, nor get the same
opportunities in high school

Types of Rigorous coursework

IB
AP
Dual Credit
Running Start
College in the High School

Unintentional Tracking
Check to see who is in your current rigorous classes.
Do they include all students who by their test scores,

or other nontraditional measures, might be

successful in rigorous coursework if asked or
encouraged to enroll?
Students of color; girls in STEM courses, low income
students, first generation students?

Policies that might provide barriers to enrollment

Past grades
Standardized tests
Parent requests

Minority students
Are often underrepresented in more rigorous classes

P 7 (Lucas, 1999; Lucas & Berend; Oakes, 2005)

Research shows that when asked minority
students would like to be challenged and held to
higher expectations (Haycock, 2001; Turque,
2008b).

Teachers
Can recruit students, encouraging capable students to

apply, providing teacher recommendations.

Difference in teacher perceptions in providing 1) access
for all students 2) high grade requirements in pre-reqs,
and 3) necessary degree of differentiation
Differences between teachers from regular, honors and
AP courses:

Regular teachers most restrictive

Honor teachers less
AP teachers: more often believed that more students could take AP;
believed in less restrictive entrance requirements, saw the
importance of differentiation in AP courses to meet student needs

College Board Recommendations to Expand Access to AP

Opening Doors: Strategies for Expanding Access to

AP p 8

Eliminate prerequisites
Provide special study sessions for students
Recruit for classes, targeting underrepresented students
Align curriculum vertically between grade levels
Provide Professional Development for teachers
Establish flexible and creative schedules
Community with the community, using media etc.
Clarify district policies for student promotion

Principal Perceptions
In 2005 research for a Doctoral dissertation,

principals overwhelmingly said they would expect

their own child to take AP or rigorous coursework.
All students need school policies and school leaders
that will advocate for them especially true for
students who are underrepresented.

To ensure student success

Expect success.
Put systems in place to support both teachers and

students (ACT & The Education Trust, 2005; Burris &

Garrity, 2008; Chenoweth, 2007, Garrity, 2004; Grier,
2002; Hallinan, 2004, Haycock 2001; Weserberg,
2009).
Improve teacher skills and practices with an emphasis
on high-order thinking skills.
Adopt an effort-based (growth) belief system: with hard
work and determination, students can reach challenging
goals (Dweck, 2006, Westerberg, 2009).

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