When students are well led, they learn well; but what happens when talented students never have the chance to be led toward their full potential? This question weighs on me as I’ve examined the current state of access to advanced learning in schools.
As a Principal Supervisor, I worked closely with Principals to expand access to Advanced Placement courses for underrepresented students. Together, we identified students who may have been overlooked by traditional selection practices. We also collaborated with an educational vendor to adopt a more comprehensive approach, using multiple data points to identify strong potential and readiness. As a result, we significantly increased AP participation and created clearer pathways for more students to thrive in rigorous coursework.
Recent research from NWEA reveals a troubling reality: only 58% of schools offer advanced courses like Algebra by 8th grade, with access markedly lower in high-poverty schools and those serving predominantly Black and Latino students.
The Path Forward:
The path forward requires acknowledging both what isn’t working and what research shows can create positive change. Traditional identification methods that rely on teacher referrals, parent advocacy, and opt-in testing have created persistent inequities. In schools that do offer advanced courses, enrollment shows stark disparities – with more than half of Asian students enrolled compared to just 22% of Latino students and 17% of Black students.
However, research has identified clear solutions:
Universal Screening: When schools systematically review all students using consistent, high-quality measures, they identify many more capable students from underrepresented groups. The evidence is compelling: universal screening significantly increases the identification of economically disadvantaged and minority students for advanced programs while maintaining rigorous standards.
Local Norms: Comparing students to peers within their own school, rather than district or state-wide standards, creates more equitable access. This approach recognizes that talent exists in every community while accounting for differences in early educational opportunities.
Early Intervention & Support: We must start preparing students in the early grades through “front-loading” instruction, raising academic rigor so that historically underrepresented students build a foundation for advanced coursework. When paired with targeted support like tutoring and skill-building programs, this approach helps ensure success.
State Policy Leadership: Research shows that when states mandate advanced learning programs, require formal plans, and conduct regular audits, access improves dramatically – especially for students with disabilities and English learners.
Now what?
As educational leaders, we have both the opportunity and the obligation to transform access to advanced learning in our schools. Here are the concrete steps we must take:
- Implement universal screening in your district, using multiple measures to identify student potential.
- Adopt local norms for program eligibility while maintaining high expectations for achievement.
- Develop comprehensive support systems – including teacher training, tutoring programs, and family engagement initiatives.
- Regularly analyze your data to identify and address equity gaps in both access and outcomes.
- Advocate for state policies that mandate and support equitable advanced learning opportunities.
The research is detailed: when we remove artificial barriers and provide proper support, students from all backgrounds can excel in advanced learning environments. The question is no longer whether we can create more equitable access, but whether we have the courage and commitment to make it happen.
Remember: Every time we fail to identify and nurture advanced learning potential, we not only limit individual students’ futures but also diminish our entire community’s potential for innovation and progress.
The time for transformation is now.
#EducationalLeader,
Kim
When students are well led, they learn well.
References:
- NWEA. (2025). NWEA study finds unequal access to algebra limits advanced math pathways.
- Fordham Institute. (2024). Think again: Are education programs for high achievers inherently inequitable?
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