Meaningful Access to Advanced Placement Programs.
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| Title: | Meaningful Access to Advanced Placement Programs. |
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| Authors: | Graeber, Amber M.1 (AUTHOR) amber.graeber@drake.edu, Prince, Angela Tuttle2 (AUTHOR) |
| Source: | Journal of Advanced Academics. May2026, Vol. 37 Issue 2, p220-250. 31p. |
| Subject Terms: | *Advanced placement programs (Education), *High schools, *Educational attainment, *College preparation programs, *Educational equalization, *School districts, Inclusive leadership, Participation |
| Company/Entity: | College Entrance Examination Board |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X251389234 |
