{"id":10775,"date":"2021-10-07T08:00:00","date_gmt":"2021-10-07T12:00:00","guid":{"rendered":"https:\/\/www.coreeducationllc.com\/blog2\/?p=10775"},"modified":"2021-10-04T09:46:46","modified_gmt":"2021-10-04T13:46:46","slug":"rigorous-courses-are-a-good-thing-and-good-for-equity","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/rigorous-courses-are-a-good-thing-and-good-for-equity\/","title":{"rendered":"Rigorous Courses are a Good Thing \u2013 and Good for Equity"},"content":{"rendered":"\n<div class=\"wp-block-image\"><figure class=\"alignleft size-full\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"220\" height=\"66\" src=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2021\/04\/fordham-institute.gif?resize=220%2C66&#038;ssl=1\" alt=\"\" class=\"wp-image-10578\"\/><\/figure><\/div>\n\n\n\n<p>Recently, in Fordham\u2019s Flypaper, Brandon L. Wright wrote an insightful rebuttal to Anne Kim\u2019s recent long-form article in <em>Washington Monthly<\/em> titled \u201c<a href=\"https:\/\/washingtonmonthly.com\/magazine\/september-october-2021\/aps-equity-face-plant\/\">AP\u2019s Equity Face-Plant<\/a>\u201d in which Kim interprets AP courses as problematic from an equity lens. Excerpts of the piece appear below:<\/p>\n\n\n\n<p>We as a country should care deeply that Black, Hispanic, and other disadvantaged teenagers are less prepared to succeed in challenging courses than their more advantaged peers. And in virtually every type of policymaking\u2014employment, housing, food security, criminal law, healthcare, social welfare, schooling, and more\u2014changes ought to be made that make it easier for marginalized groups to succeed in America, that together will make outcomes of all kinds more equitable.<\/p>\n\n\n\n<p>Kim is correct that, for teenagers who aren\u2019t prepared to succeed in Advanced Placement courses, dual enrollment is a worthwhile way to get them extra preparation for college. As Kim writes, \u201csuccess is not dependent on a single test,\u201d students have a \u201cpotentially better shot at passing,\u201d and \u201cstudents who pass also have the certainty of college credit from the partner institution, while colleges vary widely in whether they accept AP (and many colleges only confer credit on top scorers anyway).\u201d But for these same reasons, as well as some others, dual enrollment is a poor replacement for Advanced Placement. They each have different benefits for different students.<\/p>\n\n\n\n<p>Longer-term, if the goal is to prepare more Black, Hispanic, and low-income students to succeed in our most rigorous high school classes\u2014and it definitely should be\u2014we must do a much better job, much earlier, of maximizing the potential of disadvantaged children. Kim recognizes this, too, writing in her closing paragraph, \u201cthe bottom line is that no single program\u2014whether dual enrollment or AP\u2014can substitute for the top-to-bottom reforms that K\u201312 education needs.\u201d<\/p>\n\n\n\n<p>But in an article about equity in American education, this should be the story, not a kicker. If we make changes that help a greater proportion of our disadvantaged students achieve at high levels\u2014by, for example, <a href=\"https:\/\/fordhaminstitute.org\/national\/commentary\/diversify-gifted-education-dont-stop-there\">creating better gifted education programs and frontloading rigorous learning early and often<\/a>\u2014we\u2019ll diversify advanced programs like AP without lowering the very expectations that generate the benefits for the students who succeed in them. If we instead, in the name of equity, frame these beneficial advanced programs as problematic and, in response, lower their rigor or steer students away from them and into easier alternatives, many of those benefits would be lost. And it\u2019s those students\u2014including the millions who are Black, Hispanic, or low-income\u2014who would stand to lose the most.<\/p>\n\n\n\n<p>For more, see<a href=\"https:\/\/fordhaminstitute.org\/national\/commentary\/rigorous-courses-are-good-thing-and-good-equity\" target=\"_blank\" rel=\"noreferrer noopener\"> <strong>https:\/\/fordhaminstitute.org\/national\/commentary\/rigorous-courses-are-good-thing-and-good-equity<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Recently, in Fordham\u2019s Flypaper, Brandon L. Wright wrote an insightful rebuttal to Anne Kim\u2019s recent long-form article in Washington Monthly titled \u201cAP\u2019s Equity Face-Plant\u201d in which Kim interprets AP courses as problematic from an equity lens. Excerpts of the piece appear below: We as a country should care deeply that Black, Hispanic, and other disadvantaged <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/rigorous-courses-are-a-good-thing-and-good-for-equity\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about Rigorous Courses are a Good Thing \u2013 and Good for Equity<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":10578,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[10,356],"tags":[339,123,348,86,337],"class_list":["post-10775","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-diversity-equity","category-learning-pathways","tag-ap","tag-diversity","tag-dual-enrollment","tag-equity","tag-learning-pathways"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Rigorous Courses are a Good Thing \u2013 and Good for Equity - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/rigorous-courses-are-a-good-thing-and-good-for-equity\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Rigorous Courses are a Good Thing \u2013 and Good for Equity - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"Recently, in Fordham\u2019s Flypaper, Brandon L. Wright wrote an insightful rebuttal to Anne Kim\u2019s recent long-form article in Washington Monthly titled \u201cAP\u2019s Equity Face-Plant\u201d in which Kim interprets AP courses as problematic from an equity lens. 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