Abstract

Rigorous academics in high school is one of the most important predictors of college success. Through the College Board's AP program students can earn college credit in high school. The lack of equitable participation in AP has not gone unnoticed by educators. This qualitative study was designed to fill a gap by investigating equity-focused AP programs in two urban districts in the Midwest. This multiple-case study centered the voices of 29 school leaders in two urban school districts who shared descriptions of their beliefs, actions, and reflections about AP leadership practices. The findings show examples of community-engaged social justice leadership.