Education Week - March 22, 2017 - 13


THE LOCAL
PICTURE
Data highlight race- and
income-based disparities
in Advanced Placement
enrollment at Wheaton North
High School in Wheaton, Ill.

AP Proportions

Wheaton North
Percent of student body versus percent of AP enrollment (2016-17)

African-American

8

8%

Low income

2

26

A larger share of nonwhite
than white students earned
an F this school year in
a first-semester course.

Asian

Low income

8
5

74%

92%

Non low income

Hispanic

Non low income

15
5

Percent of student body

Two or more races

Percent of AP enrollment

3
3

White

67
85

Nonwhite

erase the feeling of otherness that can reduce
students' inclination to sign up for advanced
classes.
"I'm the only one in my AP class, and it's intimidating," said one black student. "My I-levels
are more mixed, so I feel more comfortable in
those classes."

33
15

Percent of student body

Note: Some percentages add to more than 100 due to overlap of racial categories. Racial and ethnic percentages are
unverified, and not final, because they are from the current school year.

PAGE 14 >

Course Failures

Freedom to Choose
Even as racial inequity persists, Wheaton
North has managed to foster an atmosphere
of academic fluidity. It's easy to find students
with white, brown, or black faces who'll tell you
proudly that they moved from I-levels to A-levels or AP, or that their counselor keeps nagging
them to do so. They also feel free to move down
a rung if they wish.
Katlyn Jackson, an African-American sophomore, is taking I-level classes now but is thinking about moving up next year.
"I feel like you have a lot of choices here, and
some you didn't know you had," she said. "If you
feel you're in a place where this is the class I
want to take, people at Wheaton North challenge you and can make that happen."
Warisha Aslam, who immigrated from Pakistan in 8th grade, chose mostly A-level courses
in high school. The 12th grader has had to work
hard to get good grades, but she said the jump
into AP classes "was the best decision I ever
made." Her teachers have been universally helpful and supportive when she hit rough patches.
Wheaton North defies some national patterns
that perpetuate inequity. It doesn't concentrate
its least-experienced teachers in classes with
the neediest students. All teachers teach a
range of lower-level and higher-level courses.
Its graduation requirements reflect the admissions requirements for Illinois state-university campuses. Diploma requirements that
fall short of state-university expectations can
become stumbling blocks, especially for students
whose college aspirations take shape later than
those of their peers.
But in other ways, the school echoes nationwide inequities.
Students can choose to spend their mornings
at a nearby regional career-and-technical-education center. Its 20 programs of study offer
hands-on learning that leads to jobs, industry
certificates, or college.
Those programs provide earnings and postsecondary possibilities for young people who
wouldn't otherwise have them. Eighty per-

Percent of AP enrollment

Percent of students with an F in a first-semester course (2016-17)

White

Nonwhite

31%
67

69
33

English-Learners

9
7

Low income

63
26

"F" Grades

School Population

Note: Racial and ethnic percentages are unverified, and not final, because they are from the current school year.
SOURCE: Wheaton North High School

About this series
Educators and the public are
aware that achievement gaps often
separate students of color from their
higher-achieving white peers and
leave low-income students lagging
behind their better-off peers. Less
obvious are the mechanisms and
circumstances that contribute to
those academic differences-often
within a single school.
This article is the first of a series
intended to shed light on the "hidden
inequities" that keep education from
reaching the goal of leveling the

playing field for all students.
Each installment is being
produced by Education Week staff
writers working in collaboration
with the Education Week Research
Center.
For this first installment, the
research center mined national data
to pinpoint high-achieving schools-
Wheaton North High School ranks
in the top 20 percent nationwide
for its high participation rate in
Advanced Placement classes-that
also have race- and income-based
disparities in who takes those
classes.

Future installments will continue
to draw on data analyses to examine:
* District-to-district disparities
in disciplinary practices used with
special education students (April);
* How parents and donors
effectively-and sometimes
unwittingly-tip the educational
equity scales in public schools
through private contributions and
advocacy (May); and
* School closings and high
student-mobility rates, their impact
on educational quality, and their
disparate effects on different school
communities (June).

EDUCATION WEEK | March 22, 2017 | www.edweek.org | 13


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - March 22, 2017

Education Week - March 22, 2017
The Hard Work of Making School ‘For Everybody’
Parents See Benefits in Spec. Ed. Vouchers But No Silver Bullet
Trump Education Dept. Has Yet to Hit the Gas
DIGITAL DIRECTIONS: Cybersecurity Skills in Demand
News in Brief
Report Roundup
Social Media Connects Students to Authors
Fifth graders, from left, Braiden Roy, Pendarrin Cayer, and Lindsay Strout wave to an author visiting them via Skype in Oxford, Maine.
Arts Standards Stress Broad Concepts, Include Media Arts
Plan to Shut Detroit’s Failing Schools Reveals Lack of Options
Kentucky’s Schools Are Poised for a Massive Shake-Up
ESSA Rules’ Rollback Complicates States’ Planning Process
Tuning Up the Message No Easy Lift as Ed. Secretary Settles In
Deep Cuts Proposed for Ed.Dept.
Chris Doyle: Fake News Isn’t New
Nancy Grasmick: The Brain-Health Effect
Letters
Q&A With Gary Younge: Seven Bullets a Day
Readers React
TopSchoolJobs Recruitment Marketplace
Tyrone C. Howard: Why Are We Criminalizing Black Students?
Education Week - March 22, 2017 - DIGITAL DIRECTIONS: Cybersecurity Skills in Demand
Education Week - March 22, 2017 - 2
Education Week - March 22, 2017 - 3
Education Week - March 22, 2017 - News in Brief
Education Week - March 22, 2017 - Report Roundup
Education Week - March 22, 2017 - Fifth graders, from left, Braiden Roy, Pendarrin Cayer, and Lindsay Strout wave to an author visiting them via Skype in Oxford, Maine.
Education Week - March 22, 2017 - 7
Education Week - March 22, 2017 - Arts Standards Stress Broad Concepts, Include Media Arts
Education Week - March 22, 2017 - Plan to Shut Detroit’s Failing Schools Reveals Lack of Options
Education Week - March 22, 2017 - Kentucky’s Schools Are Poised for a Massive Shake-Up
Education Week - March 22, 2017 - 11
Education Week - March 22, 2017 - 12
Education Week - March 22, 2017 - 13
Education Week - March 22, 2017 - 14
Education Week - March 22, 2017 - 15
Education Week - March 22, 2017 - Tuning Up the Message No Easy Lift as Ed. Secretary Settles In
Education Week - March 22, 2017 - Deep Cuts Proposed for Ed.Dept.
Education Week - March 22, 2017 - 18
Education Week - March 22, 2017 - 19
Education Week - March 22, 2017 - 20
Education Week - March 22, 2017 - 21
Education Week - March 22, 2017 - 22
Education Week - March 22, 2017 - 23
Education Week - March 22, 2017 - Nancy Grasmick: The Brain-Health Effect
Education Week - March 22, 2017 - Letters
Education Week - March 22, 2017 - Q&A With Gary Younge: Seven Bullets a Day
Education Week - March 22, 2017 - Readers React
Education Week - March 22, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - March 22, 2017 - 29
Education Week - March 22, 2017 - 30
Education Week - March 22, 2017 - 31
Education Week - March 22, 2017 - Tyrone C. Howard: Why Are We Criminalizing Black Students?
Education Week - March 22, 2017 - CW1
Education Week - March 22, 2017 - CW2
Education Week - March 22, 2017 - CW3
Education Week - March 22, 2017 - CW4
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