School-Level Support for Online Advanced Placement Students: An Implementation Study of Tennessee’s AP Access for All Program

Abstract

Programs that offer Advanced Placement (AP) courses remotely for high school students have the potential to increase access to AP coursework for students in schools that are less likely to offer traditional AP courses, such as small and/or rural schools. However, little is known about the ability of these programs to translate access into enrollment and success, especially for students who have been underrepresented in AP coursework historically. This study takes a mixed methods approach to examine the implementation of the AP Access for All program in Tennessee, which offers asynchronous remote AP courses to students across the state, supported by liaisons at their local schools. We combine evidence from focus groups and a survey of representative samples of these liaisons with regressions modeling school-level outcomes.

Key Findings

1. The program’s effectiveness in enrolling students and recruiting participants varied across different schools and districts, indicating inconsistent implementation strategies.
2. Despite the mixed enrollment results, students who participated in the program generally showed improved academic outcomes, suggesting the program’s potential benefits when effectively implemented.
3. The transition to virtual AP courses presented challenges, including technological barriers and the need for student self-motivation, which affected the overall success of the program.
4. Adequate support systems, such as trained facilitators and access to resources, are crucial for the success of virtual AP programs.

Suggested Citation

Mader, N., Smith, M., Powell, R., & Pines, A. (2025). School-Level Support for Online Advanced Placement Students: An Implementation Study of Tennessee’s AP Access for All Program. Peabody Journal of Education, 100(2), 209–230. https://doi.org/10.1080/0161956X.2025.2483142