AP for Everyone: Lessons from Arkansas’ Universal Access Program

Advanced Placement (AP) courses can open doors to college and beyond, but is universal access enough to ensure equity? ASMSA Executive Director Corey Alderdice explores the successes and challenges of Arkansas’s universal AP access policy, highlighting research that shows how these programs transform outcomes for students while still leaving gaps for underrepresented groups. This episode dives into what school leaders can do to bridge the gap between policy and practice, ensuring that AP opportunities truly reach every student.

For additional thoughts from Director Alderdice, visit coreyalderdice.com.

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Learn more about ASMSA at asmsa.org/thrive.

Transcript

We’re diving into an important conversation about Advanced Placement, or AP, courses. These classes offer students a chance to take college-level coursework in high school, opening doors to academic growth, college credit, and future success. 

But here’s the real question: are these opportunities truly accessible to all students? To help us explore this, we’ll look at findings from a recent research study conducted right here in Arkansas—a state that’s made bold moves to expand AP access for the past two decades. What’s working? What’s not? And what lessons can school leaders take away to ensure these programs serve every student? Stick around, because this is a story you won’t want to miss.

Let’s start with why AP courses matter. These classes are more than just a line on a transcript—they can be transformative. Students who take AP courses tend to graduate high school with higher GPAs, perform better in college, and are more likely to complete their degrees on time. And let’s not overlook the financial benefits: passing an AP exam can mean earning college credit, which saves both time and money down the road.

But access to AP courses hasn’t always been equitable. Historically, enrollment has been skewed toward students from wealthier backgrounds, with schools in underserved communities offering fewer AP options. That’s where Arkansas stands out, making a deliberate effort to level the playing field.

Here’s where the research comes in. A recent study led by Andy Parra-Martinez and colleagues published in the Journal of Advanced Academics analyzed the effects of Arkansas’s universal AP access policy. Back in 2003, the state mandated that every high school offer at least one AP course in each core subject area—math, science, English, and social studies. By 2005, Arkansas took it a step further, covering the cost of AP exams for all students. These policies aimed to remove the financial and logistical barriers that often keep students out of AP programs.

The results? Arkansas ranks among the top states for AP participation, with 22% of students in grades 10 through 12 taking at least one AP exam in 2022. The study also highlights increased enrollment rates among traditionally underrepresented groups, including African American and Hispanic students, showing that universal access policies can make a difference.

But the research also reveals some persistent challenges. For instance, while Arkansas has achieved broad AP access, significant disparities remain. Students in the Free and Reduced Lunch (FRL) program, English Language Learners (ELLs), and those in Special Education (SPED) programs are still underrepresented in AP enrollment. According to the study, FRL students are 40% less likely to enroll in AP courses compared to their peers. Similarly, ELL and SPED students face significant barriers, despite the statewide mandate.

Even at the school level, compliance with the policy varies. Schools that fail to offer the required four core AP courses see drastically lower enrollment rates. In these schools, students are 87% less likely to take an AP class. That’s a stark reminder that access on paper doesn’t always translate to access in practice.

The study didn’t just stop at enrollment—it also looked at outcomes. One key finding is that most students who enroll in AP courses in Arkansas complete them successfully. On average, students earn 84% of the high school credit available in these courses, a testament to their commitment and the potential of the program. Interestingly, the study found no significant differences in course completion rates by race or ethnicity, suggesting that once students are enrolled, they can succeed regardless of their background. The study, however, did not consider AP exam pass rates, which are generally required to earn the associated college credit. 

The research further highlights the outsized role of prior academic achievement in determining both enrollment and success. Students with higher standardized test scores in math and science are significantly more likely to take and excel in AP courses. This raises important questions about how schools can better support students who may not start with those advantages but have the potential to thrive in rigorous academic settings.

Now, let’s talk about why this matters for school leaders. The research makes it clear: you have the power to bridge the gap between policy and practice. Universal access is a start, but real equity requires intentionality. Are your counselors actively identifying students who might excel in AP courses, even if they don’t fit the traditional mold? Are teachers receiving the training and resources needed to deliver high-quality instruction in these advanced classes? These are critical questions that every school leader should be asking.

One of the study’s more hopeful findings is that schools with higher levels of diversity—those with fewer White students and more students of color—are seeing greater AP enrollment. This suggests that when schools embrace equity-focused practices, they can make a meaningful impact. But there’s still a long way to go, especially for students in low-income households and those with special needs.

Arkansas’s policies have shown what’s possible. The state has made AP courses more accessible than ever, and the benefits are evident in the increased participation rates among historically underrepresented groups. But the study reminds us that there’s no one-size-fits-all solution. Ensuring equity in AP programs means addressing systemic barriers, from resource disparities to implicit biases in course placement decisions.

As a school leader, your role is pivotal. You’re not just implementing policies; you’re shaping the culture and practices that determine whether every student feels welcomed and supported in taking on the challenge of AP coursework. The research shows that when students have access to these opportunities, the outcomes can be life-changing.

Let’s bring it back to the big picture. Advanced Placement isn’t just about preparing students for college—it’s about preparing them for life. It’s about giving every student, no matter their background, the chance to rise to their potential. Arkansas has made incredible strides, but there’s more work to do. And that work starts with school leaders like you.

So here’s your call to action: take a close look at your school’s AP program. Who’s enrolling? Who’s missing out? And what can you do to ensure that every student who wants to take on the challenge of AP coursework has the opportunity to do so? The research is clear: access matters, equity matters, and you have the power to make a difference.