Long Island's schools are making impressive strides in Advanced Placement (AP) test rankings, with a notable increase in the number of schools earning top honors and a significant rise in the number of students passing AP exams. This trend is part of a broader national movement towards expanding AP participation and performance. However, the story is not without its complexities and challenges, particularly when it comes to equity and access. In this article, I'll delve into the numbers, the trends, and the underlying issues, offering my personal interpretation and commentary along the way.
A Rising Tide of AP Success
The College Board's 2025 AP honor roll reveals a heartening trend: 110 Long Island schools have been recognized for their AP participation and performance. This is a significant increase from the previous year, with 23 schools earning the prestigious platinum ranking, up from 17 in 2024. Eight schools made their debut on the honor roll, a testament to the growing momentum in AP education.
What makes this particularly fascinating is the impact of AP coursework on student success. Studies have shown that early engagement with AP courses can lead to higher scores on state exit exams, increased enrollment in early college credit courses, and higher college attendance and completion rates, especially at four-year institutions. This is a powerful incentive for schools to encourage AP participation.
Expanding Course Offerings and Accessibility
Educators on Long Island are taking proactive steps to make AP courses more accessible and inclusive. Uniondale High School, for instance, has seen a dramatic increase in AP participation, with 600 students enrolled this academic year compared to 295 in 2021-22. This growth is attributed to the school's commitment to academic excellence and equity, ensuring that all students have the opportunity to access AP coursework.
Sachem High School East and Centereach High School are also making strides, with the former offering 25 AP classes and the latter offering 21. These schools are not only expanding their course offerings but also making them available to students in earlier grades, fostering a culture of academic excellence from the start.
Equity Concerns and the AP Program
Despite these positive developments, there are concerns about equity in the AP program. Advocates like Allison Roda of Molloy University point out that low-income students and students of color are often underrepresented in AP courses. This underrepresentation can have long-term consequences, affecting college acceptance and the ability to transfer AP credits.
A 2025 study by Stephanie Owen in the peer-reviewed journal Education Finance and Policy supports this concern. Based on administrative data from high schools in Michigan, Owen found that students from non-economically disadvantaged families, White and Asian students, and higher-achieving students are more likely to take advantage of additional AP courses when they are offered, widening existing gaps in course-taking.
The Cost of AP Exams and Test-Centric Approach
Another issue is the cost of AP exams, which can be a barrier for some students. Each exam costs $99, and while the College Board offers fee reductions for those showing financial need, the overall cost can still be prohibitive. This raises questions about the accessibility of the AP program and whether it is truly serving all students equally.
Jeanette Deutermann, founder of the group Long Island Opt-Out, has raised concerns about the test-centric approach of AP exams. She believes that the program has become more focused on test preparation than on providing substantial learning experiences, particularly for students in low-income school districts.
The Broader Impact and Future Directions
The AP honor roll is more than just a list of successful schools; it reflects the broader work happening inside classrooms and the expectations we have for our students. It also highlights the support systems that help students rise to those expectations. However, the inequities in AP participation and performance are a cause for concern and require further attention and action.
Looking ahead, there are several directions we can take. First, we need to address the underlying issues of equity and access, ensuring that all students, regardless of their background, have the opportunity to engage with AP coursework. Second, we need to reevaluate the AP program's focus on test preparation and explore ways to integrate deeper learning experiences. Finally, we need to continue monitoring and addressing the cost barriers to AP exams, ensuring that the program remains accessible to all.
In conclusion, Long Island's AP success story is a testament to the power of educational innovation and commitment to academic excellence. However, it also serves as a reminder of the challenges we face in ensuring equity and access for all students. As we move forward, it is crucial that we continue to reflect on these issues and take action to create a more inclusive and equitable educational landscape.
