Data tells us:

49%
Less than half (49 percent) took at least one Advanced Placement or International Baccalaureate course, compared with 71 percent of their high-income peers
42%
Only 29 percent of high-achieving low-income students take calculus, compared with 42 percent of their high-income peers
49%
Only 49 percent of high-achieving low-income students take both chemistry and physics compared with 67 percent of their high-income peers
23%
One in four (23 percent) will not take the SAT or ACT exam

At least one study has shown that teacher perception — not actual performance or work quality — plays the largest role in persistent gaps between low- and high-income students at the top of the GPA scale.


Key Factors:

Resources

On average, America spends more on high-income students than low-income ones, making it among just three countries worldwide to do so.1 Because public schools are funded in large part by local taxes, those serving low-income areas are often under-resourced.

Course Options and Rigor

Low-income schools consistently lack the academic options of wealthier schools, especially in math and sciences. Some 500,000 American students attend high schools that do not offer a math course as advanced as even Algebra II.2

Counseling

Low-income students are underserved by high school guidance counselors. High schools serving predominately low-income and minority students have counselor-to-student ratios twice the national average – 1,000 students per counselor versus 470 students per counselor nationally.

Standardized Test Preparation

The gap in SAT scores between students from rich and poor families has grown — from a gap of 90 points during the 1980s to 125 points today. An arms race of sorts has fed the private test prep industry, and prices for that help have risen twice as fast as average wages since 2012 tracked by the Bureau of Labor Statistics. The large gap in SAT scores indicates that we are failing high-achieving, low-income students by not adequately preparing them academically and specifically to the tests.


What works:

Readiness By Middle Grades

Increasingly, high school principals and advocates for high-achieving, low-income students recognize that the time to intervene is earlier — in the middle grades — to ensure that more low-income students are emerging from middle school ready for advanced high school work.

Advanced Placement Courses

Students taking Advanced Placement courses in high school are more likely than their peers to earn college degrees on time, so access to AP courses have become a good measure of how we are serving high-achieving, low-income students. And the news is good: according to the College Board,3 the number of low-income students taking AP has more than quadrupled over the past decade — but those rates still remain lower than wealthier students.

Peer Support and Summer Programs

Isolation can be a major factor in the lives of low-income high achievers. Summer programs can both supplement learning and help build communities of social and emotional support for high school and beyond.

Better (and Earlier) Advising

As noted above, adequate counseling to challenge talented students and steer them toward applying and enrolling in college is lacking. However, success has been demonstrated in specific initiatives like the College Advising Corps, which has held 353,695 one-on-one meetings with students on such issues.4 Students who met with a Corps advisor are 23 percent more likely to apply to college than other seniors.


Explore the Excellence Gap by Ages/Stages