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Abstract

Rigorous academic preparation in high school is a strong predictor of postsecondary success. The College Board's Advanced Placement (AP) program allows students to earn college credit while in high school; however, disparities in equitable participation remain a persistent concern. This qualitative multiple-case study explored equity-focused AP program implementation in two urban school districts in the Midwest. From interviews with 29 school leaders, the study examined participants’ beliefs, leadership practices, and reflections on equitable AP access. Findings highlight examples of community-engaged, social justice leadership that promote inclusive participation in AP coursework.

Keywords

Advanced Placement educational equity school leadership traditionally underrepresented students access

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Meaningful Access to Advanced Placement Programs

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