Taking advanced high school courses predicts such postsecondary outcomes as enrolling in college, persisting in college courses, and completing a degree. In Texas, where Hispanic students make up 51 percent of the student population, their access to and enrollment in advanced courses is an ongoing concern despite recent gains. In particular, disparities in the proportions of Hispanic adults educated and certified for high-wage jobs in science, technology, engineering, and math (STEM) fields raise questions about Hispanic students' equitable access to advanced STEM courses. In 2009 Hispanic employees accounted for 14 percent of the U.S. workforce but held only 6 percent of STEM jobs. Members of the Texas Hispanic STEM Alliance of the Regional Educational Laboratory Southwest, made up of representatives from Regional Education Service Centers, school districts, postsecondary institutions, and state education agencies, asked whether Hispanic students in Texas are taking advanced STEM courses at the same rates as other students or have equitable opportunities to take them. In response, this study examined course offerings and coursetaking in more than 1,500 Texas high schools over 2007/08-2013/14 to identify differences across Black, Hispanic, and White students, using statewide longitudinal student education records for more than 240,000 students a year. The findings of this study can inform regional and local educators and policymakers who are considering policies, interventions, and reforms to equalize STEM achievement across student groups and support for advanced STEM coursetaking, particularly among Black and Hispanic students. The methodology (in addition to the findings) may help states beyond Texas explore questions of course availability and course completion.

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