EPSOs—high school academic offerings that expose students to advanced coursework and build their foundational career skills—are a key lever for increasing postsecondary enrollment and completion. However, across the country, student participation and success in these courses varies widely along racial, ethnic, and socioeconomic lines. The sources of these disparities—and how best to address them—are not well understood.

Increasing EPSO participation and completion is part of a district-wide strategy to improve college and career readiness for all students—and particularly for traditionally marginalized groups within MNPS. Our study seeks to identify and address sources of disparities in EPSO participation and success within the district.