The rise in college preparatory coursework across American high schools appears not to affect college enrollment and graduation rates. This study uses the Civil Rights Data Collection to evaluate three stages along the college preparatory pipeline: access to, enrollment in, and mastery of Advanced Placement® and International Baccalaureate® coursework to understand the cumulative academic opportunities shaping students’ college readiness. Leaks in the pipeline divert out historically marginalized students. An adaptation of the Herfindahl-Hirschman Index captures the magnitude of these racial and ethnic disparities. Social context explains where school and district resources alleviate disparities to provide more equitable (i.e., proportionally representative) academic opportunities. These findings offer substantive direction to improve equality in students’ college readiness opportunities.

美国高中的大学预科课程的增加似乎并未影响大学的入学率和毕业率。这项研究使用民权数据收集来评估大学准备阶段的三个阶段：访问，注册和掌握AdvancedPlacement®和InternationalBaccalaureate®课程，以了解影响学生准备大学的累积学术机会。大量的泄漏转移了历史上处于边缘地位的学生。Herfindahl-Hirschman指数的改编反映了这些种族和族裔差异的严重性。社会背景说明了学校和学区资源在何处缓解了差距，从而提供了更公平（即具有代表性的比例）的学习机会。