That K–12 education in the U.S. has long been plagued by “excellence gaps” is no secret, although the terminology may be just a decade old (and owes much to Jonathan Plucker and his colleagues). These gaps gauge—and those gauging them invariably deplore—the uneven, unequal rates at which students from different demographic groups make it into the ranks of high achievers on various measures of achievement. 

A Fordham analysis of grading standards set by Algebra I teachers shows high expectations have long-term impacts and benefit all types of students.

This report presents key findings from Learning in the Fast Lane: The Past, Present, and Future of Advanced Placement, by Chester E. Finn, Jr. and Andrew E. Scanlan, and published by Princeton University Press in 2019.