In the nation’s comprehensive high schools, gaps in achievement exist predominantly along racial and socioeconomic lines. Although some progress has been made to improve the achievement of all students, the academic gulf that divides African American and Latino students, and students from low-income families from their white and affluent peers remains alarmingly wide. The Education Trust reports that by the end of 8th grade African American, Latino and low-income students of all races are 3 years behind other students. By the time they reach 12th grade, 17-year-old Latino and African American students have skills in English, mathematics and science similar to those of 13-year-old white students.
Unfortunately, these gaps continue into and through college. According to The Education Trust:
- While the college-going rates of African American and Latino high school students have increased, they remain below those of white high school graduates.
- African American and Latinos students obtain college degrees at only half the rate of white students.
- Students from high-income families are nearly 7 times as likely as those from low-income families to earn a bachelor’s degree.
These rates have little to do with the ability of specific groups of students to meet the demands of college, but are an after effect of inequities at the high school level. Research conducted by the U.S. Department of Education shows that the biggest predictor of college success is the quality and intensity of a student’s high school courses. Considering the unbalanced distribution of students in college preparatory classes it is hardly a surprise that African American and Latino students, and student from low-income families have higher rates of college failure than their peers:
- Fifty percent of white students, compared to 43% of African American and 35% of Latino students, are likely to be enrolled in the college preparatory track.
- Students from high-income families are more than twice as likely as their peers from low-income families to be in college preparatory classes.
Evidence from across the country proves that all students can meet high levels of academic performance when they are taught to high levels. Research conducted by the High Schools that Work Initiative found that assigning students to a higher ability group increases their learning regardless of their ability level. The findings of this and other studies support making college preparatory classes the standard level of curriculum for all students to close the achievement gap.
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