Advanced For Whom? A Longitudinal Analysis of Racial Advanced Placement Participation Gaps

The present study investigates racial participation disparities between White and Black students in Minnesota secondary schools between 2013-14 and 2017-18 utilizing data from the Civil Rights Data Collection, Common Core Data, and Minnesota Department of Education. Several key findings about AP enrollment patterns emerged from the study. First, statistical analyses confirm the hypothesis that the AP course participation rates of all and White students increased over time, and the White-Black participation gap was substantial in 2013 and 2017, but attested minimally to the magnitude of the participation gap changing over the time period. Second, the mixed-effects model finds that the number of AP courses a school offers is significantly positively related to the magnitude of the AP participation gap, indicating that simply increasing the number of AP courses may not in effect combat observed equity gaps. Third, statistically significant relationships were not established between the AP participation gap and achievement index, racial composition, and notably, economic disadvantage, implying that poorer schools experience comparatively the same degree of participation disparities as wealthier schools. While more research should be conducted to capture a complete picture of the current secondary school environment in Minnesota, the analyses reported here do indicate that efforts to remedy the equity gaps between White and Black students should be of high consideration in future policy making.