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2 results on '"Avery, Christopher"'

1. A Review of the Role of College Counseling, Coaching, and Mentoring on Students' Postsecondary Outcomes. Research Brief

Author

College Board, Avery, Christopher, Howell, Jessica S., and Page, Lindsay

Abstract

The limited availability of college counseling for many students, especially those from low-income families, means that advising and ready assistance with each stage of the college search and application process is lacking. The research summarized in this brief indicates that the deficiencies in the quality and quantity of college counseling available to low-income students helps to explain the differences observed in application behavior and subsequent college choices between low income students and their more affluent peers. The primary barriers to more widely available and effective counseling are rooted in school finances, counselor training programs, and competing demands for counselors' time. One set of solutions provides additional funding and infrastructure for college counseling, often in the public schools themselves. Other solutions provide the necessary counseling in other forms, including in nonprofit programs that provide after-school services.

Published
2014

2. Ability signals and rigorous coursework: Evidence from AP Calculus participation.

Author

Avery, Christopher and Goodman, Joshua

Subjects
*ADVANCED placement programs (Education), *EDUCATIONAL programs, *REGRESSION discontinuity design, *HIGH school enrollment, *CALCULUS, *ASIANS, *PARTICIPATION
Abstract

Large racial gaps in rigorous math coursework enrollment are a barrier to improving college completion rates and access to careers in STEM. Perceptions of the math abilities of underrepresented minority students, whether by themselves or their schools, may contribute to such gaps. A regression discontinuity design with data on all Massachusetts public school students shows how receiving a positive ability signal affects subsequent enrollment in advanced high school math coursework. For Black or Hispanic students, particularly those with low reading scores, being labeled as "Advanced" on a 10th grade math test substantially increases the likelihood of later Advanced Placement Calculus course- and exam-taking. White or Asian students and those from higher income high schools show no such effects. Understanding how ability signals affect students' and schools' decisions about assignment to coursework may suggest further ways to address gaps in such enrollment. [ABSTRACT FROM AUTHOR]

Published
2022
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