Historically, high school students were sorted into “business/vocational,” “general,” or the “college” track, which had profound implications for the nature and extent of academic course taking. In more recent decades, vocational course taking has declined, while academic course taking has increased. For example, Domina and Saldana (2012) report that the graduating class of 1982 took an average of 14.6 academic courses while the class of 2004 took 19.1 academic courses. Likewise, the percentage of students graduating with pre-calculus or calculus coursework increased from about 10.3% of students to 32.9% of students. This increase in academic course taking, especially in the public sector, has narrowed the differences in academic rigor between high- and low-track students somewhat. Academic intensification has also reduced differences in the academic experiences of public vs. private school students.