With a growing number of low-income students in the United States, it is critical to address persistent gaps in educational attainment. This study examined the postsecondary enrollment rates of students in Title I schools offering high academic ability tracks such as the International Baccalaureate Diploma Programme (IBDP) and explored access to these high ability tracks. Results indicate that the IBDP is available to low-income and minority students in Title I schools, although their participation rates were much lower than the participation rates of the average Title I student body. Nevertheless, once students participate in the IBDP, race/ethnicity and income appear to have a limited effect on immediate postsecondary enrollment. Moreover, Black IBDP students enrolled in college at the highest rates, even after controlling for income. This findings in this study replicate some well-established findings in the education literature, and introduce new findings as well on a unique population of students.
","abstract_html":"<p>With a growing number of low-income students in the United States, it is critical to address persistent gaps in educational attainment. This study examined the postsecondary enrollment rates of students in Title I schools offering high academic ability tracks such as the International Baccalaureate Diploma Programme (IBDP) and explored access to these high ability tracks. Results indicate that the IBDP is available to low-income and minority students in Title I schools, although their participation rates were much lower than the participation rates of the average Title I student body. Nevertheless, once students participate in the IBDP, race/ethnicity and income appear to have a limited effect on immediate postsecondary enrollment. Moreover, Black IBDP students enrolled in college at the highest rates, even after controlling for income. This findings in this study replicate some well-established findings in the education literature, and introduce new findings as well on a unique population of students.</p>","abstract_has_math":false,"creators":["Gordon, Melissa"],"institution":null,"degree_name":"M.A.","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kathy E. Green, Ph.D.","Bruce Uhrmacher","Bin Ramke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:02:30Z","subjects":["Postsecondary enrollment rates","Title I","International Baccalaureate Diploma Programme","Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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"],"dc:subject":["Postsecondary enrollment rates","Title I","International Baccalaureate Diploma Programme","Education"],"dc:title":["Access to and Success Within High Ability Tracks in Title I Schools: The International Baccalaureate"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T02:02:30Z"}