Though schools do not track in Brazil, I find that racial classroom segregation in Brazil is on par with recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does racial classroom segregation occur without tracking, and in a supposed "racial paradise," no less? Using national, student-level data spanning from…

This robust mixed-methods study examines ninth-grade advanced course placement in Arkansas, revealing disparities rooted in race and socioeconomic status. Utilizing a logit analysis for a five-year pooled sample (n = 163,616), we find persistent enrollment gaps for Black ninth-grade students after controlling for prior academic achievement,…

This study investigated the impact middle school tracking has on outcomes in high school and the factors associated with those outcomes. Utilizing data from a large, diverse school district, this quantitative study investigated the relationships between middle school and high school English course enrollment among 4,503 middle school students. The…

Virtual charter schools are increasingly popular, yet there is no research on the long-term outcomes of virtual charter students. We link statewide education records from Oregon with earnings information from IRS records housed at the U.S. Census Bureau to provide evidence on how virtual charter students fare as young adults. Virtual charter…

Although dual enrollment programming and interest in how that programming shapes students' college outcomes have expanded considerably in the past 20 years, policymakers, educational administrators, and practitioners do not have adequate information about which dual enrollment structural options are most effective. Using statewide administrative…

Data from the High School Longitudinal Study of 2009 were used to describe and compare postsecondary education enrollment patterns of first- and continuing-generation students. Social cognitive career theory was used to explain the processes of educational and career pursuit and attainment, as well as personal, behavioral, and…

This study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14 grade 9 cohort. The state, which has funded and promoted these opportunities for students to earn college…

This Study Snapshot highlights key findings where the Rhode Island Department of Education, the Rhode Island Office of the Postsecondary Commissioner, and state legislators sought evidence of the effects of state-funded programs for students to earn college credit during high school. Using data on the 2013/14 statewide grade 9 cohort, this…

The "The Effects of Accelerated College Credit Programs on Educational Attainment in Rhode Island" study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14…