000			02041naa a2200205uu 4500
001			0041610074737
003			OSt
005			20190211170947.0
008			100416s2009 xx ||||gr |0|| 0 eng d
100	1		_aCONGER, Dylan _939479
245	1	0	_aExplaining race, poverty, and gender disparities in advanced course-taking
260			_aHoboken : _bWiley-Blackwell, _cFall 2009
520	3		_aWe use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course-taking. While white students are more likely to take advanced courses than black and Hispanic students, these disparities are eliminated when we condition on observable pre-high school characteristics. In fact, black and Hispanic students are more likely than observably similar white students to take advanced courses. Controlling for students' pre-high school characteristics substantially reduces poverty gaps, modestly reduces Asian-white gaps, and makes little dent in female-male gaps. Black and Hispanic students attend high schools that increase their likelihood of taking advanced courses relative to observably similar white students; this advantage is largely driven by minorities disproportionately attending magnet schools. Finally, recent federal and state efforts aimed at increasing access to advanced courses to poor and minority students appear to have succeeded in raising the share of students who take advanced courses from 2003 to 2006. However, secular trends (or spillovers of the policies to non-poor, non-minority students) have spurred faster growth for other students, contributing to widening demographic gaps in these years. © 2009 by the Association for Public Policy Analysis and Management.
700	1		_aLONG, Mark C. _932894
700	1		_aIATAROLA, Patrice _939480
773	0	8	_tJournal of Policy Analysis and Management _g28, 4, p. 555-576 _dHoboken : Wiley-Blackwell, Fall 2009 _xISSN 02768739 _w
942			_cS
998			_a20100416 _b1007^b _cDaiane
998			_a20100420 _b1531^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c32384 _d32384
041			_aeng