Expanding Access to Advanced Placement

Houston ISD’s focus on equitable access to rigorous coursework created results

When implemented with the necessary supports and resources, Advanced Placement courses can serve as a powerful mechanism to level the playing field for students from all backgrounds and increase their likelihood of college attendance, Houston ISD‘s experience shows, writes former Superintendent Terry B. Grier. 

July 14, 2025

When I became superintendent of the Houston Independent School District (HISD) in 2009, the disparity in Advanced Placement (AP) course offerings among high schools was stark. Only three of our 45 high schools offered three or more AP courses and many offered none. And even fewer schools offered the exams required for students to earn college credit. 

During my first week in the district, during a student focus group, a Black student asked me, “Do you think I’m stupid?” She asked this because her school in a predominantly non-White neighborhood, did not offer AP courses nor the accompanying exams. She had to ride a bus for over 45 minutes each way to take AP courses in a high school in an affluent part of Houston. That moment made a lasting impact on me. Her question underscored the inequities in access that I knew we had to address.

We started with a goal of increasing AP opportunities for our high school students. Ultimately, we wanted to ensure that every high school, regardless of size, could provide students with the chance to take a broad range of AP courses. The first year, we focused on building a strong foundation. We did not rush the process but instead took the time to build support and provide the necessary resources. 

One of the key strategies was making sure every AP teacher had access to College Board training, which we prioritized right away. Teachers who completed this training felt more confident and capable, which in turn shifted their attitudes toward their students’ potential. The transformation was evident: Teachers who had once been hesitant to offer AP courses were now more confident in offering underrepresented students the opportunity to take more rigorous courses.

ENSURING STUDENT OPPORTUNITIES

In the early stages of our expansion, we ensured that all students in grades nine through 11 had access to the Preliminary Scholastic Aptitude Test (PSAT). PSAT scores helped predict which students would succeed in AP courses. With this data, we could strategically place students in the AP classes where they had the highest potential for success.

To further expand access, we worked to eliminate barriers to enrollment. We focused on making sure that prerequisites like minimum GPA requirements or teacher recommendations didn’t prevent students from enrolling if they demonstrated the potential through their PSAT scores. This approach gave every student the chance to take AP courses if they were prepared to do so.

We also recognized that students’ access to AP exams was crucial for their success, so we made sure to cover the cost of the AP exams for all students in our district. This financial commitment was essential in making sure that no student was left behind because they couldn’t afford to pay for the test. Additionally, we used data from PSAT scores to help schools identify which AP courses would best match their students’ strengths. By tailoring AP offerings to each school’s specific student population, we were able to provide the most relevant and impactful courses.

CURRICULUM DEVELOPMENT AND TEACHER TRAINING

One of the most significant aspects of our approach to AP expansion was our focus on curriculum development. We knew that offering more AP courses meant teachers who were new to AP needed access to new instructional methods. We worked with our veteran AP teachers to share their curriculum and supplemental materials across the district. This way, every AP teacher had access to high-quality materials and strategies to support student success.

Teacher training was another key focus. We made sure that all AP teachers participated in professional development opportunities, including College Board training held each summer. This training gave teachers the skills they needed to not only deliver the content effectively but also to believe in their students’ potential. In addition, we encouraged participation in AP professional learning communities, where teachers could collaborate, share best practices, and continually improve their instruction. These collaborative learning environments helped build a culture of support and growth for both teachers and students.

ENROLLMENT AND REPRESENTATION

As we expanded our AP offerings, we kept a close eye on student enrollment and representation. It was critical that the demographic makeup of students in AP courses reflected the diversity of our school communities. We worked hard to ensure that underrepresented students, including those from low-income backgrounds, had equal access to AP courses. By placing students based on their PSAT scores, we created a more equitable system where all students, regardless of their background, had a fair shot at participating in AP classes.

To ensure fairness, we made it clear that students meeting the predetermined PSAT threshold would automatically be placed in AP courses. Parents were informed of this policy and given the opportunity to opt out if they felt it was in their child’s best interest. Few parents chose to exercise this option, however, which further reinforced the success of our approach. By removing subjectivity from the placement process, we opened AP opportunities to a wider range of students, which in turn created a more diverse and representative AP cohort.

PERFORMANCE METRICS

The results of our efforts were evident not just in the number of AP exams taken, but also in the success rate of students. While it was important for students to have the opportunity to take AP exams, it was equally important that they were prepared to succeed. By using data to guide our decisions and continually offering support and resources to teachers and students, we saw more students scoring well on their AP exams.

One of the most significant findings from our efforts was that students who took AP courses, even if they didn’t score a 3 or higher, were still more likely to graduate from college compared to their peers who hadn’t taken AP courses. This highlights the importance of offering AP courses not just as an academic challenge, but as a preparation tool for future academic success.

LEVELING THE PLAYING FIELD
The journey to expanding AP access in HISD was not an easy one, but it was incredibly rewarding. By focusing on data, eliminating barriers, and ensuring that teachers were equipped with the necessary training and resources, we created an environment where AP success was not limited to a select few. We saw significant growth not just in the number of students taking AP courses, but in their ability to succeed.

For instance, from 2008 to 2016, the district witnessed a remarkable increase in the number of AP exams taken—nearly doubling from 8,115 students to 15,018 students. And not only did we see an increase in the number of exams taken, but we also observed growth in the number of students scoring 3 or higher on their AP exams—growing from 4,445 to 8,765, a key indicator of college readiness.

Perhaps most striking was the increase in enrollment among historically underrepresented student groups. The number of Black and Hispanic students taking AP exams grew substantially during the expansion period, reflecting the district’s focus on equitable access. This expansion was crucial in narrowing achievement gaps and ensuring that every student, regardless of background, had the opportunity to benefit from AP coursework. This effort to expand access to AP courses and increase college readiness was a major reason that HISD became the first district in the country to win the coveted Broad Prize for Urban Education a second time.

The expansion of AP offerings was about much more than increasing participation; it was about changing how students, teachers, and parents viewed the potential for academic achievement. AP courses, when implemented with the right tools, can serve as a powerful mechanism to level the playing field for students from all backgrounds. By making AP opportunities accessible, we set our students on a path to success—both in high school and beyond.

Terry B. Grier (terrybgrier@gmail.com) is a retired Houston ISD superintendent, where he served for seven years.