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The article presents a study which investigates race, poverty, and gender disparities in taking advanced courses using 2 statewide data cohorts for public high school students in Florida. The results of the study show higher rates of advanced course-taking among whites, females, and non-poor students, and especially high rates of advanced course-taking for Asian students. It cites that when the pre-high school characteristics of the students are controlled, it substantially reduces poverty gaps, Asian-white gaps, and female-male gaps. Moreover, black and Hispanic students go to high schools that improve their probability of advanced course taking relative to white students.

The article focuses on the undergraduate and doctoral programs in public policy and public affairs (PPPA) offered in different schools. The growth of such programs, also called "bookend degrees," in PPPA is accepted as a multidisciplinary approach to policy studies. However, tensions were formed on different sponsoring universities, due to the program's "benefit-cost" risks. An overview of the current state of undergraduate and doctoral education in PPPA is offered, along with the advantages and disadvantages of offering such curriculum. Meanwhile, the conclusion states that undergraduate programs and doctoral programs offers clear benefits to PPPA and would strengthen its ability as a high quality professional master's degree.

The article presents a discussion regarding Doctor of Philosophy (Ph. D.) programs and undergraduate programs organized by David Weimer. A set of guide questions for concerning both programs is presented. Under the undergraduate programs, increasing demands and job market prospects, relationships with other departments and the university and joint degree programs are discussed. Furthermore, policy degrees versus disciplinary degrees, enhancing the careers of policy Ph. D.'s, and the curriculum, funding and organization under the Ph. D. programs are also discussed.