EXTANT DATA ANALYSIS

Educational Experiences of English Learners:

College Preparatory Courses and Programs, 2011–12

U.S. Department of Education

Office of Planning, Evaluation and Policy Development

Policy and Program Studies Service

March 2016

There are disparities in academic achievement and college or career readiness between English learner students (ELs) and 

all other students. For example, a smaller percentage of ELs than non-ELs graduate from high school;1 and those ELs who do 

graduate are less likely to enroll in postsecondary institutions.2 Research has shown positive relationships between 

advanced mathematics and science course-taking in high school and academic outcomes such as high school graduation and 

postsecondary participation and completion, even after accounting for differences in student performance and motivation.

3

However, ELs may be instructed in schools with fewer options for rigorous advanced coursework or may be enrolled in less 

academically rigorous courses due to their lower levels of proficiency in English and on state assessments.4 Other factors 

that may inhibit ELs’ enrollment in rigorous courses include lack of course prerequisites and the low expectations of school 

staff.5

Using data from the 2011–12 Civil Rights Data Collection (CRDC),6 this brief examines the extent to which ELs have access to 

and participate in advanced coursework and other college preparatory activities. The analyses compare schools with high 

(greater than 20 percent), medium (between 5 and 20 percent), and low (less than 5 percent) concentrations of ELs. 

Specifically, the brief addresses the following questions:

(1) Do schools with high concentrations of ELs offer college preparatory courses and programs at a rate similar to

schools with low concentrations of ELs?

(2) Do ELs who have access to these opportunities participate at the same rates as non-ELs?

The relationship between English learner (EL) school composition and EL access to and participation in college preparatory

courses and programs is complex, involving multiple interrelated student, school, and district factors not analyzed here

(such as students’ prior academic achievement, school-level funding, and availability of instructional staff and resources).

These analyses are based on national data; findings may vary across states. Additionally, the CRDC data present two

limitations for understanding the educational experiences of ELs. First, since ELs who attain English proficiency are

reclassified and exit the EL subgroup, the composition of that subgroup is continuously changing; as a result, comparisons

of the academic outcomes of ELs to their English proficient peers will be imperfect.7

Second, these data do not allow us to

identify important characteristics of ELs, such as whether they are recent arrivals to the U.S. or long-term ELs, which may

contribute to lower academic performance in English, compared with ELs in other circumstances. Answering the question of

why ELs perform below non-ELs is outside the scope of this analysis and causality cannot be established based on the

descriptive comparisons presented.

This brief is part of a series of extant data analyses about the educational experiences of ELs. The topics of the other two

briefs are instructional staff and retention and completion. Those briefs present descriptive analyses of the 2011–12 CRDC 

data to explore ELs’ exposure to novice, uncertified, or frequently absent teachers and the educational success of ELs with

respect to grade retention, high school graduation, and GED preparation program participation and credential attainment.

8

HIGHLIGHTS

• Schools with the highest concentrations of English learner (EL) students were less likely to offer college preparation 

courses and programs than schools with lower concentrations of ELs. For example, 24 percent of schools with high

EL concentrations offered calculus, compared to 61 percent of schools with low EL concentrations.

• Among students who attended schools that offered mathematics, science, and Advanced Placement (AP) courses,

ELs were underrepresented in most of those courses or programs, with the exception of a few courses required in

many states for high school graduation.

1
• Among students enrolled in Advanced Placement (AP) courses, a smaller percentage of ELs than non-ELs took and

passed AP exams. ELs were also underrepresented among the students taking SAT or ACT exams.

COURSE AND PROGRAM ACCESS

While participation in rigorous courses and challenging academic programs is one of the first steps toward college and

career readiness, ELs may not attend schools that offer these courses and programs and, as a consequence, may not have

access to the types of academic programs that help students prepare for postsecondary education. Because schools with

the highest concentrations of ELs are more likely to be high poverty schools,9 and high poverty schools are less likely to

offer advanced courses,10 we might expect a lower percentage of schools with high proportions of ELs to offer

mathematics, science, and Advanced Placement (AP) courses.

This section examines whether the schools that offered grades 7 through 12 provided access to algebra I, as well as

whether schools that offered grades 9 through 12 provided access to high-level mathematics, science, and Advanced

Placement (AP) courses.11 This section also examines test participation data to determine the extent to which students in

these schools took SAT/ACT exams. There are two sets of analyses presented in this section. The first set provides

information about the percentage of all schools that offered various courses and programs and the percentages of ELs and

non-ELs who were enrolled in schools with these course offerings. The second set of analyses compares course offerings

and exam participation between schools with high concentrations of ELs and schools with lower EL concentrations.12 The

course offerings at schools with high EL concentrations is important because the small percentage of schools that have high

concentrations of ELs affects a large segment of the total EL population — these schools enroll more than 50 percent of all

ELs in schools that offer grade 7 or 8 and 40 percent of the ELs who attend schools that offer grades 9 through 12 (see

Exhibit A1). The analysis found that in most cases, schools with the highest concentrations of ELs were less likely to offer

college and career preparatory courses and programs than schools with lower concentrations of ELs.

COURSE OFFERINGS IN ALL SCHOOLS 

Less than 70 percent of all schools with grades 9 through 12 offered calculus, advanced mathematics,

chemistry, or physics. Less than 50 percent of all schools with grades 9 through 12 offered AP courses.

Schools with grades 9 through 12 offered calculus at the lowest rate (44 percent) of any of the math courses examined in

these analyses. A larger proportion of schools offered advanced mathematics13 (61 percent), algebra II (73 percent),

geometry (77 percent), or algebra I (79 percent) in those grades. Thirty-nine percent of schools offered all of the

aforementioned the full range of math courses.

While less than 70 percent of schools with grades 9 through 12 offered physics (55 percent) or chemistry (66 percent), 78

percent of schools offered biology. Fifty-two percent of schools offered all of the aforementioned science courses.

Overall, only 46 percent of schools with grades 9 through 12 offered any AP course; schools offered AP math and AP science

more frequently than AP foreign language courses.

Across most courses examined in these analyses, a lower proportion of ELs than non-ELs were enrolled in

schools that offered a particular course.

The exceptions were algebra I in grade 7 or 8 and AP language. Seventy-eight percent of all ELs, compared to 77 percent of

non-ELs were enrolled in schools offering algebra I in grade 7 or 8. Regarding AP language courses, 50 percent of all ELs

were enrolled in schools offering AP language courses, compared to 43 percent of non-ELs (Exhibit 1).

2
Exhibit 1 

Percentage of students enrolled in schools offering specific mathematics, science, or AP courses: 2011–12

Percentage of schools Percentage of ELs enrolled in schools Percentage of non-ELs enrolled in 

Course offering course offering course schools offering course

Mathematics (grades 7 or 8)

Algebra I 63 78 77

Mathematics (grades 9-12)

Algebra I 79 82 88

Geometry 77 80 88

Algebra II 73 79 87

Advanced mathematics 61 71 82

Calculus 44 61 71

All mathematics courses 39 56 65

Science (grades 9-12)

Biology 78 82 90

Chemistry 66 76 86

Physics 55 70 80

All science courses 52 68 78

AP course (grades 9-12)

AP Math 36 61 67

AP Science 32 57 63

AP Language 18 50 43

AP Other 42 66 73

Any AP course 46 69 76

Exhibit reads: Sixty-three percent of schools offering grades 7 or 8 offered algebra I in those grades; 78 percent of all ELs and 77 percent 

of non-ELs enrolled in schools offering grades 7 or 8 were enrolled in schools that offered algebra I in those grades. 

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

3
COURSE OFFERINGS IN LOW, MEDIUM, AND HIGH EL SCHOOLS

Schools with the highest concentrations of ELs were less likely to offer algebra I than schools with medium or 

low EL concentrations.

This was true even though ELs as a whole were as likely as non-ELs to be enrolled in schools that offered algebra I (in grade 

7 or 8). As shown in Exhibit 2, 62 percent of schools with high concentrations of ELs offered algebra I in grade 7 or 8. In 

comparison, 69 percent of schools with medium concentrations of ELs, and 74 percent of schools with low concentrations 

of ELs offered algebra I in grade 7 or 8. 

A similar pattern existed at the high school level — schools with high concentrations of ELs offered algebra I in grades 9 

through 12 at a lower rate than schools with medium and low EL concentrations (69 percent compared with 76 and 87 

percent, respectively). 

Exhibit 2

Percentage of schools offering algebra I, by grade offered and school-level EL concentration: 2011–12

High EL schools Medium EL schools Low EL schools

(20.01-100%) (5.01-20%) (0.01-5%)

100

87

76 80 74

69 69

62

60

40

20

0

Algebra I - grades 7 or 8 Algebra I - grades 9-12

Exhibit reads: In 2011–12, among the schools that offered grade 7 or 8 and had a high concentration of ELs, 62 percent offered algebra I. 

Note: Because some schools offer grade 7 or 8 and at least one of grades 9 through 12, they contributed to both the percentages for 

grade 7 or 8 and the percentages for grades 9 through 12. See Exhibit A1 for the number of schools and students at each level of EL 

concentration.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12.

4
Schools with the highest concentrations of ELs offered advanced high school mathematics courses at 

substantially14 lower rates than schools with low concentrations of ELs.

Among schools with high concentrations of ELs, 59 percent offered geometry and 53 percent offered algebra II. In 

comparison, 87 percent of schools with low concentrations of ELs offered geometry and 85 percent offered algebra II. 

Overall, schools offered advanced mathematics and calculus at lower rates than they offered geometry and algebra II. The 

percentage of these schools with high concentrations of ELs that offered advanced mathematics (37 percent) was less than 

half the percentage of schools with low concentrations of ELs that offered advanced mathematics (78 percent). Similarly, 

just 24 percent of schools with high concentrations of ELs offered calculus compared with 61 percent of schools with low 

concentrations of ELs; this represents a gap of 37 percentage points.

Exhibit 3 

Percentage of schools offering mathematics courses in grades 9 through 12, by course offering and 

school-level EL concentration: 2011–12

59

53

37

24

73

67

54

39

87 85

78

61

0

20

40

60

80

100

Geometry Algebra II Advanced mathematics Calculus

High EL schools

(20.01-100%)

Medium EL schools

(5.01-20%)

Low EL schools

(0.01-5%)

Exhibit reads: In 2011–12, among the schools that offered at least one of grades 9 through 12 (or ungraded) and had a high 

concentration of ELs, 59 percent offered geometry. 

Note: Advanced mathematics courses include trigonometry, elementary analysis, analytic geometry, statistics, and pre-calculus. See 

Exhibit A1 for the number of schools and students at each level of EL concentration.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

5
Following the same pattern as the advanced high school mathematics courses, schools with the highest 

concentrations of ELs offered high school science courses at substantially15 lower rates than schools with low 

concentrations of ELs. 

Among schools with high concentrations of ELs, 62 percent offered biology, 44 percent offered chemistry, and 36 percent 

offered physics. In contrast, 88 percent of schools with low concentrations of ELs offered biology, while 81 percent offered 

chemistry, and 72 percent offered physics. 

Exhibit 4 

Percentage of schools offering science courses in grades 9 through 12, by course offering and 

school-level EL concentration: 2011–12

62

44

36

74

59

50

88

81

72

0

20

40

60

80

100

Biology Chemistry Physics

High EL schools

(20.01-100%)

Medium EL schools

(5.01-20%)

Low EL schools

(0.01-5%)

Exhibit reads: In 2011–12, among the schools that offered at least one of grades 9 through 12 (or ungraded) and had a high 

concentration of ELs, 62 percent offered biology. 

Note: See Exhibit A1 for the number of schools and students at each level of EL concentration.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

6
Schools with the highest concentrations of ELs also offered specific Advanced Placement (AP) courses at 

substantially lower rates than schools with low concentrations of ELs. 

Thirty percent of schools with high concentrations of ELs offered at least one AP course. This rate is less than half that for 

schools with low concentrations of ELs (66 percent).

The findings are similar for AP mathematics and science courses — schools with high concentrations of ELs offered AP 

mathematics and AP science courses at rates less than half the rates of schools with low concentrations of ELs. 

The pattern with AP foreign language courses differs slightly. While schools with high percentages of ELs offered AP 

language courses at rates lower than schools with lower concentrations of ELs, the gap between the percentage for schools 

with high concentrations of ELs and the percentage for schools with low concentrations of ELs is much smaller, at 6 

percentage points (21 percent compared with 27 percent, respectively).

Exhibit 5 

Percentage of schools offering advanced placement (AP) courses in grades 9 through 12, by course offering and 

school-level EL concentration: 2011–12

30

23 19 21

46

37 34

27

66

55

50

27

0

20

40

60

80

100

Any AP course AP mathematics AP science AP language

High EL schools

(20.01-100%)

Medium EL schools

(5.01-20%)

Low EL schools

(0.01-5%)

Exhibit reads: In 2011–12, among the schools offering at least one of grades 9 through 12 (or ungraded) and had a high concentration of 

ELs, 30 percent offered at least one AP course. 

Note: AP language refers to any foreign language for which schools offer AP testing. See Exhibit A1 for the number of schools and 

students at each level of EL concentration.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

The percentage of schools with students taking the SAT or ACT exam was lower among schools with high 

concentrations of ELs than it was among schools with low or medium concentrations of ELs.

Fifty-six percent of schools with high concentrations of ELs had any students who took an SAT or ACT exam. In comparison, 

73 percent of schools with medium concentrations of ELs and 88 percent of schools with low concentrations of ELs had any 

students who took an SAT or ACT exam. 

7
COURSE AND PROGRAM ENROLLMENT (COMPOSITION) 

For students in schools that offer challenging academic courses and programs, enrollment in those courses and programs is

the next step toward college and career readiness. Students who participate in more rigorous courses are more likely to

attend college (and in particular, four-year institutions) and are slightly more likely to graduate from college than students

who do not participate.16 The availability of challenging academic courses and programs, however, does not guarantee that 

students will enroll in them. Prior research suggests unequal participation by ELs in those courses.17

Student participation in rigorous courses is influenced by state, school, and student factors. States set minimum course

requirements for high school graduation; many states use these minimum requirements to ensure that students complete

rigorous, college-preparatory coursework. For example, 61 percent of states require completion of algebra I for graduation,

and 49 percent require completion of biology. Completion of geometry and algebra II are also required in many states (47

percent and 31 percent, respectively).18 Such course requirements have been shown to influence students’ course taking

decisions.19 School resources, such as the availability of college-preparatory counseling and advisement and school policies

and procedures for placing students on an academic track, also play a role in determining which courses students take.20 In

addition to students’ prior academic performance, tracking decisions may be influenced by students’ socioeconomic and

other background factors.21 School staff working with students considered at risk of not graduating from high school may

focus on getting students to meet minimum graduation requirements rather than becoming fully prepared for college

coursework.22 Student readiness for advanced coursework, such as prior academic performance or completion of course

prerequisites, also plays an important role in course taking decisions.23 Students’ social capital and familiarity with school

processes may also play a role in whether students select more rigorous courses.24

These factors are compounded by ELs’ lower levels of proficiency in English and on state assessments25 and the effects of

being less familiar with or less comfortable using academic counseling resources.26 Due to these factors, we might not

expect to see ELs participating in the most rigorous courses. Research indicates that rather than preparing ELs for

postsecondary enrollment, school staff often focus on helping ELs graduate from high school.27 Therefore, we might expect

to see more EL participation in courses required for high school graduation.

This section addresses whether ELs in schools that offer high-level mathematics, science, and AP courses have enrollment in

these courses that is comparable to their representation in the student body as a whole (composition). The section also

examines the EL and non-EL representation among students who took SAT or ACT exams and among students who

participated in International Baccalaureate (IB) or gifted and talented programs. These analyses conclude that, in

comparison with their representation in the student body as a whole, ELs are underrepresented in virtually all of the college

and career readiness courses and programs examined.

8
ELs were underrepresented among the students enrolled in algebra I in grade 7 or 8 and overrepresented 

among students enrolled in algebra I in grades 9 through 12. 

Seven percent of students enrolled in schools offering algebra I in grade 7 or 8 were ELs. However, just 4 percent of 

students enrolled in algebra I in those grades were ELs. 

Conversely, the percentage of ELs enrolled in algebra I in grades 9 through 12 was 3 percentage points higher than EL 

enrollment in schools offering algebra I in those grades (8 percent compared with 5 percent). 

Exhibit 6 

Student and course enrollment in schools offering algebra I, by English learner status and grades offered: 2011–12

7 4 5 8

93 96 95 92

0

20

40

60

80

100

School Course School Course

Algebra I, grade 7 or 8 Algebra I, grades 9 - 12

Non-EL students

EL students

Exhibit reads: In 2011–12, in schools that offered algebra I in grades 7 or 8, 4 percent of students enrolled in algebra I in grades 7 or 8 

were ELs, and 96 percent were non-ELs. 

Note: See Exhibit A2 for the number of students in schools offering algebra I and the number enrolled in algebra I.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

9
While ELs were underrepresented in algebra II, advanced mathematics, and calculus courses, they were not 

underrepresented in geometry courses.

In geometry, EL course enrollment was equal to EL school enrollment (5 percent). In algebra II however, while ELs made up 4 

percent of students enrolled in the course, they made up 5 percent of enrollment in schools that offered the course. 

For advanced mathematics and calculus, the EL proportion of course enrollment (2 and 1 percent, respectively) was 

considerably lower than their proportion of school enrollment (5 percent).

Exhibit 7 

Student and course enrollment in schools offering specific mathematics courses beyond algebra I in grades 9 through 12, 

by English learner status: 2011–12

5 5 4 2 1

95 95 96 98 99

0

20

40

60

80

100

School Geometry Algebra II Advanced Calculus

mathematics

Non-EL students

EL students

Exhibit reads: In 2011–12, 5 percent of students enrolled in schools offering mathematics courses beyond algebra I in grades 9 through 

12 were ELs, and 95 percent were non-ELs. 

Note: Advanced mathematics courses include trigonometry, elementary analysis, analytic geometry, statistics, and pre-calculus. See 

Exhibit A2 for the number of students in schools offering each course and the number enrolled in that course.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

10
ELs were not underrepresented in biology courses but were underrepresented in chemistry and physics 

courses. 

In biology, EL course enrollment was equal to EL school enrollment (5 percent). However, for chemistry and physics, ELs 

comprised just 3 percent of students enrolled in each course compared with 5 percent of students enrolled in the schools 

offering each course.

Exhibit 8 

Student and course enrollment in schools offering specific science courses in grades 9 through 12, 

by English learner status: 2011–12

5 5 3 3

95 95 97 97

0

20

40

60

80

100

School Biology Chemistry Physics

Non-EL students

EL students

Exhibit reads: In 2011–12, 5 percent of students enrolled in schools offering specific science courses in grades 9 through 12 were ELs, and 

95 percent were non-ELs. 

Note: See Exhibit A2 for the number of students in schools offering each course and the number enrolled in that course.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

11
With the exception of AP foreign language courses, ELs were underrepresented in AP courses. 

Five percent of students enrolled in schools offering AP courses were ELs. In comparison, just 2 percent of the students 

enrolled in any AP course were ELs. For AP mathematics and science, just 1 percent of the students enrolled were ELs.

For AP foreign language courses, EL course enrollment was equal to EL school enrollment (6 percent).

Exhibit 9 

Student and course enrollment in schools offering Advanced Placement (AP) courses in grades 9 through 12, 

by English learner status: 2011–12

5 2 5 1 5 1 6 6

95 98 95 99 95 99 94 94

0

20

40

60

80

100

School Course School Course School Course School Course

Any AP course AP Math AP Science AP Language

Non-EL students

EL students

Exhibit reads: In 2011–12, 5 percent of students enrolled in schools offering any AP course in grades 9 through 12 were ELs, and 95 

percent were non-ELs. 

Note: AP language refers to any foreign language for which AP testing is offered. See Exhibit A2 for the number of students in schools 

offering each AP course and the number enrolled in that course.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

ELs were underrepresented in both gifted or talented (GT) and International Baccalaureate (IB) programs.

In schools offering GT programs in at least one of grades 7 through 12, ELs represented 7 percent of students enrolled in 

the schools but only 1 percent of students actually enrolled in those programs. 

Similarly, while ELs represented 6 percent of students enrolled in schools offering grades 9 through 12 and offering IB 

programs, they only represented 3 percent of students enrolled in IB programs.

12
ADVANCED PLACEMENT AND COLLEGE ENTRANCE EXAMS

Patterns of student participation and success on Advanced Placement (AP) and college entrance exams are also important 

indicators of college and career readiness.

28 This section examines EL participation in AP and college entrance exams, as

well as their performance on AP exams (measured by passing rates), and compares these findings with those for non-ELs. 

These analyses revealed that a smaller percentage of ELs than non-ELs took or passed AP exams and that ELs represented a

smaller percentage of the students taking SAT or ACT exams than they represented in the student population as a whole.

Among students who took AP courses, a smaller percentage of ELs than non-ELs took AP exams.

Sixty-nine percent of the ELs who took AP courses took at least one AP exam, and 54 percent took exams for all courses in

which they were enrolled. 

In comparison, 79 percent of non-ELs who took AP courses took at least one AP exam, and 61 percent took AP exams in all

courses in which they were enrolled. 

ELs were more likely than non-ELs to take no AP exams for the AP courses in which they were enrolled(31 percent 

compared with 21 percent).

Exhibit 10

Percentage of students taking Advanced Placement (AP) exams, among students taking AP courses (in schools offering

AP courses in grades 9 through 12), by English learner status: 2011–12

69

54

15 17

Took AP exams for at least

one, but not all courses

taken

31

79

61

21

0

20

40

60

80

100

Took at least one AP exam Took AP exams for all

courses taken

Took no AP exams for any

courses taken

EL students Non-EL students

Exhibit reads: In 2011–12, 69 percent of ELs took AP exams for all or some of the advanced placement (AP) courses they took. 

Note: Due to data anomalies, the sum of the number of students reported who (1) took exams for all courses, (2) took exams for one or 

some courses, and (3) took no exams for courses is used as a proxy for number of students who took AP courses.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

13
Among students who took AP exams, a smaller percentage of ELs than non-ELs passed all of their exams.

The percentage of ELs who passed all of their AP exams (40 percent) was four percentage points lower than the percentage 

of non-ELs who passed all AP exams taken (44 percent). However, ELs who took AP exams were about as likely as non-ELs to 

pass some (but not all) of those exams (17 percent compared with 18 percent, respectively).

Exhibit 11

Percentage of students passing AP exams, among students taking AP courses (in schools offering advanced placement 

(AP) courses in grades 9 through 12), by English learner status: 2011–12

40

17

44 43

18

38

0

20

40

60

80

100

Passed all AP exams taken Passed some AP exams taken Passed no AP exams taken

EL students Non-EL students

Exhibit reads: In 2011–12, among ELs who took AP exams (in schools offering AP courses in grades 9 through 12), 40 percent passed all

AP exams taken.

Note: Due to data anomalies, the sum of the number of students reported who (1) passed all exams taken, (2) passed one or some exams

taken, and (3) passed no exams taken is used as a proxy for number of students who took AP exams.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

ELs were underrepresented among students taking SAT or ACT exams.

ELs represented 5 percent of all students enrolled in schools where at least one student took an SAT or ACT exam but 

represented only 2 percent of those taking SAT or ACT exams.

CONCLUSION

As noted in the introduction, the relationship between EL school composition and EL access to and participation in college

preparatory courses and programs is complex, involving multiple interrelated student, school, district, and state factors that 

cannot be disentangled using the available data. Although the CRDC data analyzed in this descriptive brief indicate that ELs

have less access to advanced coursework, this finding may reflect the socioeconomic status of ELs. That is, ELs are likely to

attend higher poverty schools and, as shown in prior research, high poverty schools are less likely to offer these advanced

courses and programs. The analyses in this brief also show that, with the exception of a few courses required in many states

for high school graduation (i.e. algebra I, geometry, and biology) and AP foreign language, ELs are underrepresented among

students enrolled in high-level mathematics, science, and AP courses. Many factors, including lower levels of proficiency in

English and on state assessments, likely influence EL course-taking, and such factors are not easily incorporated into schoollevel data collections such as the CRDC. To address questions such as those discussed in this brief, and to understand

whether, even after they achieve English proficiency, former ELs participate in rigorous coursework at rates lower than

other students will require nationally representative student-level data not currently available for analysis.

29 The CRDC data

provide an opportunity to begin to understand ELs’ academic experiences and identify avenues for further research.

14
APPENDIX

Exhibit A1

Number and percentage of schools and student enrollment, by school EL concentration: 2011–12

Type of school

Number of 

schools

Percentage of 

schools

Number of 

ELs

Percentage of 

ELs

Number of 

non-ELs

Percentage of 

non-ELs

All schools offering grades 7 or 8 30,328 100 1,027,192 100 13,240,932 100

High EL concentration (20.01-100%) schools offering grades 7 or 8 2,908 10 544,020 53 1,050,395 8

Medium EL concentration (5.01-20%) schools offering grades 7 or 8 5,884 19 360,998 35 3,098,641 23

Low EL concentration (0.01-5%) schools offering grades 7 or 8 11,700 39 122,174 12 6,815,143 51

No ELs (0%) schools offering grades 7 or 8 9,836 32 0 0 2,276,753 17

All schools offering any of grades 9 through 121 28,352 100 971,713 100 16,478,237 100

High EL concentration (20.01-100%) schools offering any of grades 9 through 12 2,022 7 387,231 40 840,153 5

Medium EL concentration (5.01-20%) schools offering any of grades 9 through 12 5,118 18 423,249 44 3,701,199 22

Low EL concentration (0.01-5%) schools offering any of grades 9 through 12 11,196 39 161,233 17 9,614,712 58

No ELs (0%) schools offering any of grades 9 through 12 10,016 35 0 0 2,322,173 14

All schools offering any of grades 9 through 122 26,375 100 863,144 100 15,594,199 100

High EL concentration (20.01-100%) schools offering any of grades 9 through 12 1,732 7 323,789 38 709,785 5

Medium EL concentration (5.01-20%) schools offering any of grades 9 through 12 4,513 17 385,770 45 3,397,301 22

Low EL concentration (0.01-5%) schools offering any of grades 9 through 12 10,542 40 153,585 18 9,240,897 59

No ELs (0%) schools offering any of grades 9 through 12 9,588 36 0 0 2,246,216 14

All schools offering any of grades 7 through 12 48,860 100 1,819,893 100 26,554,707 100

High EL concentration (20.01-100%)schools offering any of grades 7 through 12 4,220 9 843,861 46 1,727,325 7

Medium EL concentration (5.01-20%)schools offering any of grades 7 through 12 9,430 19 716,179 39 6,206,021 23

Low EL concentration (0.01-5%)schools offering any of grades 7 through 12 20,104 41 259,853 14 14,917,885 56

No ELs (0%)schools offering any of grades 7 through 12 15,106 31 0 0 3,703,476 14 1 These schools were used in the math, science, and AP courses analyses as well as the analyses of IB programs. They include 2,493 schools that did not offer grades 9 through 12, 

but offered ungraded.

2 These schools were used in the SAT/ACT analyses only. They include 516 schools that did not offer grades 9 through 12, but offered ungraded and have at least one high-schoolage ungraded student.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

15
Exhibit A2

Course, program, and exam access and composition: 2011–12

Percent of schools that offer course, program, or exam

Students enrolled in 

schools offering course, 

program, or exam

EL percentage of 

enrollment or

participation

Non-EL percentage of 

enrollment or 

participation

Course offering

All schools

High EL 

Concentration 

(20.01-100%)

Medium EL 

Concentration 

(5.01-20%)

Low EL 

Concentration 

(0.01-5%)

No ELs

(0%) ELs Non-ELs School

Course, 

program, 

or exam School

Course, 

program, or 

exam 

Mathematics courses 

Algebra I

(7 or 8)

63 62 69 74 45 797,132 10,183,627 7 4 93 96

Mathematics courses (9-12)1

Algebra I (grades 9-12) 79 69 76 87 75 798,897 14,580,829 5 8 95 92

Geometry (grades 9-12) 77 59 73 87 70 778,334 14,566,732 5 5 95 95

Algebra II (grades 9-12) 73 53 67 85 66 770,026 14,378,855 5 4 95 96

Advanced mathematics2(grades 9-12) 61 37 54 78 50 689,499 13,545,912 5 2 95 98

Calculus (grades 9-12) 44 24 39 61 30 592,699 11,626,379 5 1 95 99

Any mathematics course3(grades 9-12) 84 74 81 91 80 834,322 15,234,967 5 NA 95 NA

All mathematics courses3(grades 9-12) 39 21 35 55 26 545,022 10,635,085 5 NA 95 NA

Science courses (9-12)1

Biology(grades 9-12) 78 62 74 88 73 792,457 14,800,989 5 5 95 95

Chemistry (grades 9-12) 66 44 59 81 57 733,976 14,135,235 5 3 95 97

Physics(grades 9-12) 55 36 50 72 43 680,362 13,105,461 5 3 95 97

Any science course3(grades 9-12) 80 64 75 89 75 800,732 14,909,476 5 NA 95 NA

All science courses3(grades 9-12) 52 32 47 70 39 663,751 12,890,164 5 NA 95 NA

AP courses (9-12)1

AP Math(grades 9-12) 36 23 37 55 16 596,539 11,081,344 5 1 95 99

AP Science(grades 9-12) 32 19 34 50 14 554,424 10,442,690 5 1 95 99

AP Language4(grades 9-12) 18 21 27 27 4 487,653 7,057,988 6 6 94 94

AP Other5(grades 9-12) 42 28 43 62 21 644,894 11,982,681 5 1 95 99

Any AP course(grades 9-12) 46 30 46 66 26 671,715 12,530,619 5 2 95 98

Other courses or programs

Gifted or talented (7-12)

International Baccalaureate 6(9-12)1

49

3

47

2

56

5

60

5

32

1

1,146,191

86,924

16,344,016

1,281,810

7

6

1

3

93

94

99

97

SAT/ACT exam (9-12) 76 56 73 88 67 738,498 14,053,208 5 2 95 98

1 This includes 2,493 schools that did not offer grades 9 through 12, but offered ungraded.

2 Advanced mathematics courses include trigonometry, elementary analysis, analytic geometry, statistics, and pre-calculus. 

3 Schools in the “any mathematics course” category are schools that offered at least one of the mathematics courses listed (algebra I, geometry, algebra II, advanced mathematics, and calculus). 

Schools in the “all mathematics courses” category are schools that offered all of the mathematics courses listed. Schools in the “any science course” category are schools that offered at least one of 

the science courses listed (biology, chemistry, and physics). Schools in the “all science courses” category are schools that offered all of the science courses listed.

4 AP language refers to any foreign language for which AP testing is offered. 

5 Other AP subjects include all AP courses other than mathematics, science, and foreign language, for example, AP computer science and AP history.

6 This includes 516 schools that did not offer grades 9 through 12, but offered ungraded and have at least one high-school-age ungraded student.

Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection (CRDC), 2011–12. 

16
TECHNICAL NOTES

The Civil Rights Data Collection (CRDC) is a biennial (i.e., every other school year) survey required by the U.S. Department of

Education’s Office for Civil Rights (OCR). The 2011–12 CRDC was designed to include data about every public school in the

nation. Generally, school districts submit their data directly to OCR. The CRDC is a mandatory data collection, authorized

under the statutes and regulations implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education 

Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Department of Education Organization Act (20 

U.S.C. 3413). The regulations implementing these provisions can be found at 34 CFR 100.6(b); 34 CFR 106.71; and 34 CFR

104.61. To learn more about the Civil Rights Data Collection, visit http://ocrdata.ed.gov. The CRDC data used in these

analyses are privacy protected by rounding student counts in groups of three to prevent the disclosure of individual student 

information. For example, student counts from one to three are rounded to two and student counts from four to six are

rounded to five. Schools that did not meet data quality requirements for specific analyses were excluded from those

analyses.

EXHIBIT CALCULATIONS

Each analysis in this brief only included schools in the CRDC that offered the specific grades relevant to the analysis.

Analyses for algebra I included schools that offered grades 7 through 12 or ungraded. Analyses for all other math courses,

all science courses, all AP courses, SAT/ACT, and IB programs included schools that offered grades 9 through 12 or

ungraded. Although the CRDC collects gifted and talented data from schools offering all grades, the analyses in this brief

include only schools that offered grades 7 through 12 or ungraded.

30 These definitions are different from the one OCR used

in their analyses of access to math and science courses in its College and Career Readiness Brief.31 As a result, some of the

percentages in this brief differ from those reported by OCR. The rest of these notes describe the calculations used in the

analyses.

Calculations for course and program access (exhibits 2 – 5) 

School-level EL concentration: The school EL concentration is a classification based on the percentage of students in a 

school who are classified as EL. The percentage is the number of ELs enrolled in the school, divided by the total number of

students enrolled in the school, and multiplied by 100. This percentage is then used to determine the school’s EL

concentration category: high (20.01 percent-100 percent), medium (5.01 percent-20 percent), and low (0.01 percent-5 

percent). This brief compares schools with high concentrations of ELs to schools with low concentrations of ELs in order to

examine ELs’ disproportionate access to or participation in college preparatory courses and programs. The low EL group of

schools serves as the comparison for the analyses in this brief rather than the schools with no ELs because the schools with

no ELs appear to be a unique group of schools compared to schools with all other levels of EL concentration, with lower

mean enrollment (254, compared to 620, 607, and 573 for the low EL, medium EL, and high EL concentration groups,

respectively) and lower mean FTE teacher counts (18, compared to 40, 37, and 33 for the other groups, respectively). The

schools with no ELs also tended to be in rural areas (52 percent, compared to 33, 20, and 12 percent for the low, medium,

and high EL groups, respectively). Tests of the significance of differences between groups of schools were not conducted

because these analyses used population data from all U.S. public schools.

Percentage of schools offering course or program: The percentage of schools offering a course or program is the number of 

schools that offer the course or program, divided by the total number of schools that offer the grade levels relevant for the 

course or program, and multiplied by 100.32

Calculations for course enrollment (composition)33 (exhibits 6 - 9) 

EL (or non-EL) percentage of school enrollment: The number of ELs (or non-ELs) enrolled in the school, divided by the total

number of students enrolled in those schools, and multiplied by 100. The calculations included only those schools that 

offered the course or program.34

EL (or non-EL) percentage of course or program enrollment: The number of ELs (or non-ELs) enrolled in the course or

program, divided by the total number of students enrolled in the course or program, and multiplied by 100. This calculation

included only those schools that offered the course or program.35

Calculations for Advanced Placement and college entrance exams (exhibits 10-11) 

17
Percentage of ELs (or non-ELs) taking AP courses who took AP exams: These percentages are based on students who took 

AP courses. Students who took AP courses could take AP exams for all of the AP courses taken, for some of the AP courses 

taken, or for none of the AP courses taken. A student who took just one AP course and took the AP exam for that course 

counted as taking AP exams for all AP courses taken. A student who took three AP courses and took the AP exam for just 

two of those courses counted as taking AP exams for some AP courses taken. Students who took at least one AP course but 

took no AP exams counted as taking no AP exams. Exhibit 12 includes four types of percentages for ELs (and non-ELs):

The percentage of ELs (or non-ELs) who took at least one AP exam is the number of ELs (or non-ELs) who took AP 

courses and at least one AP exam, divided by the total number of EL (or non-EL) students who took AP courses, 

and multiplied by 100. 

The percentage of ELs (or non-ELs) who took AP exams for all courses taken is the number of ELs (or non-ELs) who 

took AP courses and took AP exams for all of those courses, divided by the total number of ELs (or non-ELs) who 

took AP courses, and multiplied by 100.

The percentage of ELs (or non-ELs) who took AP exams for some courses taken is the number of ELs (or non-ELs) 

who took AP courses and took AP exams for some but not all of those courses, divided by the total number of ELs 

(or non-ELs) who took AP courses, and multiplied by 100.

Note that the sum of the percentage of ELs (or non-ELs) who took AP exams for all courses taken and the percentage of ELs 

(or non-ELs) who took AP exams for some courses taken is equal to the percentage of ELs (or non-ELs) who took at least one 

AP exam.

The percentage of ELs (or non-ELs) who took AP exams for no courses taken is the number of ELs (or non-ELs) who 

took AP courses and did not take any AP exams, divided by the total number of ELs (or non-ELs) who took AP 

courses, and multiplied by 100.

Note that the percentage of ELs (or non-ELs) who took AP exams for all courses taken, plus the percentage of ELs (or nonELs) who took AP exams for some courses taken, plus the percentage of ELs (or non-ELs) who took AP exams for no courses 

taken, is equal to 100 percent.

Percentage of ELs (and non-ELs) who passed AP exams: These percentages are based on students who took AP exams. 

Students who took AP exams could pass all, some, or none of those AP exams. A student who took one AP exam and passed 

that exam counted as passing all AP exams taken. A student who took three AP exams and passed two of those exams 

counted as passing some AP exams. Students who took at least one AP exam but passed no AP exams counted as passing 

no AP exams. These percentages exclude students who took AP courses but no AP exams. Exhibit 13 includes three types of 

percentages for ELs (and non-ELs):

The percentage of ELs (or non-ELs) who passed all AP exams taken is the number of ELs (or non-ELs) who passed all 

exams, divided by the total number of ELs (or non-ELs) who took AP exams, and multiplied by 100. 

The percentage of ELs (or non-ELs) who passed some AP exams taken is the number of ELs (or non-ELs) who passed 

some, but not all AP exams taken; divided by the total number of ELs (or non-ELs) who took AP exams; and 

multiplied by 100.

The percentage of ELs (or non-ELs) who passed no AP exams taken is the number of ELs (or non-ELs) who took but 

did not pass any AP exams, divided by the total number of ELs (or non-ELs) who took AP exams, and multiplied by 

100.

Note that the percentage of ELs (or non-ELs) who passed all AP exams taken, plus the percentage of ELs (or non-ELs) who 

passed some AP exams taken, plus the percentage of ELs (or non-ELs) who passed no AP exams taken, is equal to 100 

percent.

18
ENDNOTES

1 Based on the four-year adjusted cohort graduation rate (ACGR). The ACGR is the percentage of students from the original cohort who 

graduated in four years with a regular high school diploma. Data source: U.S. Department of Education, National Center for Education 

Statistics, “EDFacts/Consolidated State Performance Report (2011–12),” http://eddataexpress.ed.gov/index.cfm. 

2 U.S. Department of Education, National Center for Education Statistics, “Language Minorities and Their Educational and Labor Market 

Indicators—Recent Trends (NCES 2004–009),” by Steven Klein, Rosio Bugarin, Renee Beltranena, and Edith McArthur (Washington, DC: 

2004). Also see: Connecticut State Department of Education, “College Enrollment, Persistence, and Graduation: Statewide Results,” 

http://www.sde.ct.gov/sde/lib/sde/pdf/evalresearch/college_enrollment_persistence_graduation_statewide_results.pdf. 

3 Paul Attewell and Thurston Domina, “Raising the Bar: Curricular Intensity and Academic Performance,” Educational Evaluation and 

Policy Analysis 30 (2008): 51–71; Mark C. Long, Dylan Conger, and Patrice Iatarola, “Effects of High School Course-Taking on Secondary 

and Postsecondary Success,” American Educational Research Journal 49 (2012): 285–322.

4 To meet the federal definition of Limited English Proficient (ESEA section 9101(25)) students must have difficulty in speaking, reading, 

writing, or understanding the English language; such difficulty must be sufficient to deny them “the ability to meet the state’s proficient 

level of achievement on state assessments [ESEA] section 1111(b)(3).”

5 Laurie Olsen, “Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners,” 

Californians Together, https://www.californianstogether.org/reparable-harm-fulfilling-the-unkept-promise-of-educational-opportunityfor-californias-long-term-english-learners/; Jamal Abedi, “Classification System for English Language Learners: Issues and 

Recommendations,” Educational Measurement: Issues and Practice 27 (2008): 17–31; Sarah Hooker, Margie McHugh, and Michael Fix, 

“Critical Choices in Post-recession California: Investing in the Educational and Career Success of Immigrant Youth,” Migration Policy 

Institute (2014), http://www.migrationpolicy.org/research/critical-choices-post-recession-california-educational-career-success-immigrantyouth; Rebecca M. Callahan, “Tracking and High School English Learners: Limiting Opportunity to Learn,” American Educational Research 

Journal 42 (2005): 305–28; Rebecca M. Callahan, Lindsey Wilkinson, and Chandra Muller, “Academic Achievement and Course Taking Among 

Language Minority Youth in US Schools: Effects of ESL Placement,” Educational Evaluation and Policy Analysis 32 (2010): 84–117. 

6 The Civil Rights Data Collection (CRDC) is a biennial survey required by the U.S. Department of Education’s Office for Civil Rights (OCR). 

The 2011–12 CRDC was designed to include data about every public school in the nation. See the technical notes for more information. 

7 Comparing non-ELs to students who were ever classified as ELs would be the optimal comparison; however, the CRDC data do not 

support such comparisons.

8 These briefs are available at http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html.

9 Clemencia Cosentino de Cohen and Beatriz Chu Clewell, “Putting English Language Learners on the Educational Map: The No Child Left 

Behind Act Implemented,” Urban Institute (2007), http://www.giarts.org/sites/default/files/Putting-English-Language-Learners-on-theEducational-Map.pdf.

10 U.S. Department of Education, “The Toolbox Revisited: Paths to Degree Completion from High School Through College,” by Clifford 

Adelman, (Washington, DC: 2006), http://www2.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html. 

11 Each analysis in this brief only included schools in the CRDC that offered the specific grades relevant to the analysis. Analyses for 

algebra I included schools that offered grades 7 through 12 or ungraded. Analyses for all other math courses, all science courses, all AP 

courses, SAT/ACT, and IB programs included schools that offered grades 9 through 12 or ungraded. Although the CRDC collects gifted and 

talented data from schools offering all grades, the analyses in this brief included only schools that offered grades 7 through 12 or 

ungraded.

12 The low EL concentration group of schools serves as the comparison rather than the schools with no ELs because the schools with no 

ELs enrolled appear to be a unique group of schools compared to all other levels of EL concentration. These schools have lower mean 

enrollment (254, compared to 620, 607, and 573 for schools in the low EL, medium EL, and high EL concentration groups, respectively) 

and lower mean FTE teacher counts (18, compared to 40, 37, and 33 for low, medium, and high EL concentration groups, respectively). 

Further, although 32 percent of all schools offering grade 7 or 8 and 35 percent of schools offering grades 9 through 12 fall into this no ELs 

category, they included just 16 and 13 percent of all students enrolled in schools offering these grades. These no ELs schools also tended to 

be in rural areas (52 percent, compared to 33, 20, and 12 percent for the low, medium, and high EL groups, respectively). The course 

offering pattern in this group of schools is unclear. The proportions of schools with no ELs that offer high school mathematics and science 

courses are similar to those of schools with medium EL concentrations. However, schools with no ELs offered algebra in grades 7 or 8 and 

all AP courses less often than schools at all other levels of EL concentration (see Attachments 1 and 2). Tests of the significance of 

differences between groups of schools were not conducted because these analyses used population data from all U.S. public schools.

13 Advanced mathematics courses include trigonometry, elementary analysis, analytic geometry, statistics, and pre-calculus.

19
14 Substantially lower refers to a difference of more than 20 percentage points.

15 Substantially lower refers to a difference of more than 20 percentage points.

16 Attewell & Domina (2008).

17 Callahan et al. (2010). 

18 Achieve, “States' Graduation Requirements (2014),” http://www.achieve.org/graduation-requirements. 

19 Kathryn S. Schiller and Chandra Muller, “Raising the Bar and Equity? Effects of State High School Graduation Requirements and 

Accountability Policies on Students’ Mathematics Course Taking,” Educational Evaluation and Policy Analysis 25 (2003): 299–318.

20 Laura W. Perna and Elizabeth R. Kurban, “Improving College Access and Choice,” in The State of College Access and Completion:

Improving College Success for Students from Underrepresented Groups, ed. Laura W. Perna and Anthony P. Jones (New York: Routledge,

2013), 10–33; Jeannie Oakes, Keeping Track: How Schools Structure Inequality, 2nd ed. (New Haven: Yale University Press, 2005); Attewell

& Domina (2008).

21 Jomills H. Braddock and Mary M. Williams, “Equality of Educational Opportunity and the Goals 2000, Educate America Act,” in

Implementing Educational Reform: Sociological Perspectives on Educational Policy, ed. Kathryn M. Borman, Peter W. Cookson, Jr., Alan R.

Sadovnik, and Joan Z. Spade (Norwood, NJ: Ablex, 1996), 89–126; John G. Richardson, “The Variable Construction of Educational Risk,” in 

Handbook of the Sociology of Education, ed. Maureen T. Hallinan (New York: Springer, 2006), 307-323.

22 Rebecca M. Callahan and Patricia C. Gándara, “On Nobody’s Agenda: Improving English Language Learners’ Access to Higher

Education,” in Teaching Immigrant and Second-language Students: Strategies for Success, ed. Michael Sadowski (Cambridge, MA: Harvard

Education Press, 2004), 107–127.

23 Perna & Kurban (2013). 

24 Perna & Kurban (2013); Oakes (2005).

25 To meet the federal definition of Limited English Proficient (ESEA section 9101(25)) students must have difficulty in speaking, reading, 

writing, or understanding the English language; such difficulty must be sufficient to deny them “the ability to meet the state’s proficient 

level of achievement on state assessments [ESEA] section 1111(b)(3).”

26 Callahan (2005).

27 Callahan & Gándara (2004).

28 Michael Chajewski, Krista D. Mattern, and Emily J. Shaw, “Examining the Role of Advanced Placement® Exam Participation in 4-Year 

College Enrollment,” Educational Measurement: Issues and Practice 30 (2011): 16–27; Linda Hargrove, Donn Godin, and Barbara Dodd,

“College Outcomes Comparisons by AP and non-AP High School Experiences,” College Board Research Report No. 2008-03, The College

Board (2008), http://research.collegeboard.org/sites/default/files/publications/2012/7/researchreport-2008-3-college-outcomes-ap-nonap-high-school-experiences.pdf; Krista D. Mattern, Emily J. Shaw, and Xinhui Xiong, “The Relationship between AP® Exam Performance and

College Outcomes.” College Board Research Report No. 2009-04, The College Board (2009),

http://research.collegeboard.org/sites/default/files/publications/2012/7/researchreport-2009-4-relationship-between-ap-examperformance-college-outcomes.pdf; Cecilia Speroni, “Determinants of Students’ Success: The Role of Advanced Placement and Dual

Enrollment Programs,” An NCPR Working Paper, National Center for Postsecondary Research (2011).

http://www.postsecondaryresearch.org/i/a/document/19811_Speroni_AP_DE_paper_110311_FINAL.pdf.

29 The CRDC does not include student counts by grade and, therefore, cannot be used to calculate participation rates. It also does not

include data disaggregated by former English learner status.

30 The analyses of high level mathematics and science, AP courses, and SAT/ACT exams, and IB programs exclude one school with missing

student enrollment.

31 OCR’s College and Career Readiness Brief also examined the percentage of high schools offering advanced math and science courses

using CRDC data, but defined “high schools” as schools offering grades 10 or 11, rather than schools offering grades 9, 10, 11 or 12.

Source: U.S. Department of Education, Office for Civil Rights, “Civil Rights Data Collection: Data Snapshot (College and Career Readiness)”

(Washington, DC: 2014), http://www2.ed.gov/about/offices/list/ocr/docs/crdc-college-and-career-readiness-snapshot.pdf. 

32 Offering a course means having at least one class in the course and at least one student taking the course. Offering a program means

having at least one student enrolled in the program.

33 These calculations also apply to the analysis of students taking SAT/ACT exams (page 14) in the Advanced Placement and College 

Entrance Exams section of the brief.

20
34 Offering a course means having at least one class in the course and at least one student taking the course. Offering a program means 

having at least one student enrolled in the program.

35 Offering a course means having at least one class in the course and at least one student taking the course. Offering a program means 

having at least one student enrolled in the program.

21