Why it matters
Students who take advanced courses are more likely to graduate from high school, earn college degrees, and experience economic mobility. Yet in Florida, enrollment in these courses remains unattainable for students who could succeed in them—driven by school-level practices, policies, and assumptions about student potential.
“Our collaboration through the Opportunity Cadre has been instrumental in reshaping our approach to advanced coursework.”
— District leader
What we did
From summer 2023 to summer 2024, Impact Florida partnered with three large school districts—Duval (DCPS), Miami-Dade (M-DCPS), and Orange County (OCPS)—to increase enrollment in advanced coursework, including Advanced Placement (AP), Dual Enrollment (DE), International Baccalaureate (IB), and Advanced International Certificate of Education (AICE).
Each district received $86,000 and technical support to:
- Analyze enrollment data and identify enrollment opportunities
- Design and implement targeted strategies at three high schools
- Participate in four in-person convenings and cross-district collaboration
Districts chose between two models: designing their own interventions with guidance from Impact Florida or working with national technical assistance provider with expertise in this area.
Strategies
To break down barriers to participation, districts pursued strategies such as:
Data-Driven Identification and Placement
Some districts used student data, such as AP Potential reports coming from a 9th grade administration of the PSAT, to proactively identify students with the ability to succeed in advanced courses. These insights prompted shifts in enrollment practices—like automatic placement into AP courses—that removed passive barriers and encouraged more students to choose rigorous coursework.
Personalized Student Outreach and Advising
Schools developed targeted outreach strategies by training the adults most trusted by students and leveraging survey data to connect with students on a personal level. This relationship-based advising approach helped students feel recognized and supported, making them more likely to enroll in advanced courses.
Reducing Structural and Financial Barriers
Some districts addressed practical obstacles by expanding access to dual enrollment courses on high school campuses and covering the cost of exams and instructional supplies for other accelerated programs. These changes helped ensure that students' participation in advanced coursework wasn’t limited by transportation challenges or financial constraints.
Culture-Building and Capacity Development
To build a schoolwide culture that values and supports advanced coursework, schools engaged families, empowered student ambassadors, and invested in educator development. These efforts equipped both students and staff with the tools, knowledge, and mindsets needed to expand access and challenge limiting assumptions about who belongs in rigorous courses.
Results & Impact
The Opportunity Cadre delivered both measurable enrollment increases and meaningful culture change.
One high school increased AP participation by 70% and dual enrollment by 172% in just one year.
Across all participating schools in one district, AP enrollment for Black students rose to 53% from 32%, compared to a districtwide increase of just 8% over two years.
Another school expanded AICE enrollment from 0% to 52% in two years, offering advanced opportunities to students who previously had none.
A third district saw a 124% increase in students scoring a 3 or higher on AP exams at one high school.
Cadre participants also experienced a cultural shift. Schools began using data differently, empowering more students, and creating a new norm: advanced coursework is for everyone.
School leaders reported shifting from gatekeeping to inclusion. One district shifted to automatic enrollment of all 9th graders in AP Human Geography, establishing the expectation that every student could access rigorous coursework.
Teachers’ beliefs about student potential changed. In one district, AP teachers began recruiting students they had not previously considered, driven by AP Potential data and student surveys identifying trusted adults.
District staff reported new cross-departmental collaboration. One district broke down silos between Advanced Academics and Student Services.