Project Overview
In the pursuit of enhancing college and career readiness, policymakers have long emphasized the importance of increasing coursework rigor in high schools. Initiatives like No Child Left Behind and Race to the Top grants have introduced provisions aimed at encouraging greater academic rigor within the educational system. Extensive research has underscored the positive correlation between rigorous high school coursework and various desirable outcomes, including higher academic test scores, a greater likelihood of enrolling in postsecondary education, and admission to more selective colleges (Adelman, 2006; Attewell & Domina, 2008; Byun et al., 2015; Leow et al., 2004; Long et al., 2012).
However, the existing body of literature is not without its limitations, as it often fails to adequately address critical issues, including the underrepresentation of underserved student populations, an excessive focus on mathematics coursework, and a tendency to overlook selection bias—a factor that hinders the identification of causal effects. In this project, we examine the association between the heterogeneity in high school coursework and postsecondary outcomes among underserved students, with a specific focus on students with disabilities.