– Results showed a weak, positive relationship between proportions of Hispanic, African American, and Caucasian students passing AP exams and the proportion of AP students enrolled.
– There was a strong, positive relationship amongst the proportions of African-American, Hispanic, and
Caucasian students who passed the exam.
– A weak, negative relationship was found between the proportions of students who were enrolled in AP classes and those who received free or reduced lunch (school SES).
– There was also a negative relationship between Hispanic, African American, and Caucasian students passing the AP exam and the percentage of the school’s population enrolled in free or reduced lunch (school SES).
– The focus on AP enrollment rates for minority students has led to increased rates of minorities
successfully completing advanced coursework, but there is still a need for similar focus on high poverty schools.