Even in high schools with similar levels of access to advanced coursework, Black, Latinx, and Indigenous students are less likely to be enrolled in advanced courses—and even when they are enrolled, they experience less success in these courses than their peers.

New report from the Center for American Progress features Mi’s work in Advanced Placement and offers policy solutions to close equity gaps in AP enrollment and success. Download the report below or find the report and its interactive data tool on the CAP website.

The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities by Dr. Sarah Phillips and Brett Lane

Published online in the June 2021 Journal of Advanced Academics, this paper describes how improving AP participation and performance among low-income White, Black, and Latino students could be a useful strategy for closing racial/ethnic disparities in college outcomes.

Mass Insight Equity Audits

This resource details the supports that Mass Insight provides to schools and districts through our Equity Audit process.

Click here to watch an interview with Joseph Corazzini of Framingham Public Schools about how the Mass Insight Equity Audit process helped the district create a plan to advance their equity goals.

Boston Green Academy (BGA) was ready and eager for improvement, but it needed effective outside expertise to frame their challenges and help push the school forward. This case study gives an overview of Mass Insight’s work with BGA that helped them move the needle toward their goals for student growth.

Among other things, MIE seeks to use Advanced Placement as a lever to transform school culture. Boston’s John D. O’Bryant School of Mathematics and Science in Boston was among the first group of schools to become part of the AP/STEM program in 2008, and AP English teacher Nora Tsoutsis has seen that transformation take hold.

In a school district that serves largely under-represented populations of students, going from having only four qualifying Advanced Placement exam scores to 34 is something to celebrate. Even more remarkable is when one single teacher contributes to 15% of the state’s qualifying biology exam scores by minority students. One teacher in a Gateway City that has historically struggled with academic success is making a difference every day.