Who gets access to Advanced Placement classes?

Advanced Placement (AP) courses give high school students the opportunity to take college-level classes before graduating. However, access to these opportunities is not evenly distributed. This project explores structural barriers to AP enrollment in California public high schools, focusing on how race, ethnicity, and geography shape who gains access.

Why AP Access Matters

AP courses are often viewed as gateways to college readiness and academic opportunity. However, many students, particularly those from marginalized communities, remain underrepresented in these classrooms. Understanding who has access to AP courses reveals broader inequalities in the American education system.

0% of CA high schools offer fewer than 5 AP courses

0× more likely if White/Asian vs. Black/Latino students

0% of eligible students never take a single AP course

0+ CA public high schools examined in this study

Research Question

Our Research Question

To what extent does the AP program increase equality in education access and academic success in California public high schools?

Race & Ethnicity Geographic Barriers Structural Inequity California Schools College Readiness

The Story Behind the Data

This project examines disparities in access to Advanced Placement courses in California public high schools. Through data analysis and historical context, we explore how educational opportunities are distributed and where disparities remain most visible.

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Racial & Ethnic Groups

Differences in AP enrollment across racial and ethnic groups throughout California.

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Geographic Patterns

Mapping access disparities across counties, districts, and urban vs. rural areas.

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Historical Context

Tracing the historical development of the AP program and its uneven expansion.