Page Comparison

When we look at the district’s longitudinal performance on CCMR-related outcomes, are there different outcomes for different student groups?

Use a modified version of the TEA CCMR board goals template to generate charts that highlight equity gaps with longitudinal data.

The TEA data links page explains how to gather the information you will need to fill out the board goals template. To fill out the orange rows on the template for 2018, 2019, and 2020, you will need TAPR reports.

When we look at the district’s current performance on CCMR-related outcomes, are there different outcomes for different student groups?

Use CCMR Insights to generate detailed reports with demographic information for each class.

Follow these suggested steps to analyze the data.

Explore why equity gaps might exist. For example, are students from different groups enrolled in advanced academics courses at different rates? If so, why is that the case?

Gather and analyze data to identify the causes of the gaps in enrollment rates. Gaps might be related to limited advanced academics offerings or a limited number of seats in those courses. In addition, identification processes may be impacted by educator bias (with teacher recommendations), assessment/grading bias, resource inequities, and/or a need for more communication with families (Education Trust, p. 19).

• Education Trust report (2020), Inequities in Advanced Coursework

• Education Trust report (2013), Finding America’s Missing AP and IB students

What strategies can we use to reduce equity gaps? For example, what changes should we make to enroll more students of color or English learners in advanced academics courses?

Strategies to consider include:

• setting goals to increase access;

• using data to monitor progress toward those goals;

• providing professional development for teachers and school leaders;

• using multiple measures to identify students (including GPA);

• automatically enrolling qualified students in advanced academics courses;

• expanding supports for students; and

• communicating with families in their home language (Education Trust, pp. 20-25).

• CCMR opportunities to consider for English learners

• Education Trust report (2020), Inequities in Advanced Coursework

• Education Trust report (2017), Systems for Success

• Education Trust report (2013), Finding America’s Missing AP and IB students

What strategies can we use to reduce equity gaps and enroll more students of color in AP courses specifically?

In addition to the strategies listed above, you might also consider:

• After exploring your data and identifying causes for equity gaps, develop recruitment plans to expand access to AP courses.

• Provide information about AP courses to all students and families (in their home language) to increase awareness of AP opportunities.

• Consider testing all students on the PSAT.

• Consider using multiple measures--such as grades, assessment results, and AP potential reports (which are based on PSAT scores)--to increase the number of students who are eligible for AP courses.

• Use data analysis protocols during data dives to determine if there are equity gaps related to access to AP courses or performance in AP courses.

  • Disaggregate data by student groups.

  • Compare your performance with other districts and with state and national averages.

  • Analyze data by content area.

  • View longitudinal trends.

• View the AP Spotlight on Success webpage for strategies that districts have used to improve access and equity in their AP programs.

• Learn more about how AP Potential could help you expand participation rates in AP courses.