Meaningful Access to Advanced Placement Programs
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| Title: | Meaningful Access to Advanced Placement Programs |
|---|---|
| Language: | English |
| Authors: | Amber M. Graeber (ORCID |
| Source: | Journal of Advanced Academics. 2026 37(2):220-250. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Advanced Placement Programs, Access to Education, Equal Education, Program Implementation, Urban Schools, School Districts, Central Office Administrators, Principals, Assistant Principals, Program Administration, School Counselors, Counselor Attitudes, Teacher Attitudes, Administrator Attitudes, Leadership, Minority Group Students, Disproportionate Representation, Beliefs, Reflection, Administrator Behavior, High Schools |
| DOI: | 10.1177/1932202X251389234 |
| ISSN: | 1932-202X 2162-9536 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504272 |
| Database: | ERIC |
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