Co-chairs, Graduate Committee: Christiana Stoddard and Andrew HillCallen, Ian Andrew2024-04-102024-05-042024-04-102024-05-042022https://scholarworks.montana.edu/handle/1/18371This paper investigates the effect of state-level policy regarding access to advanced course curriculum on participation and performance within the Advanced Placement (AP) program. From the early 2000's through 2019, participation in the Advanced Placement (AP) program, the most popular college-preparatory course in the United States, has nearly tripled in size. Today, nearly 20% of all high school students taking at least one AP exam per year. The AP program provides an opportunity for students to potentially earn college credit while still in high school which, at least in theory, reduces the cost of a college education. While the AP program provides many benefits to students, it also presents two major barriers - the ability to access advanced-level courses, and the monetary cost associated with taking the AP exam. We find that when states require schools to offer AP courses and when states fund AP exams, participation within the program increases drastically. For Black and Hispanic students, our estimates indicate a large increase in the number of exams that receive a passing score. These findings indicate that when states reduce the financial burden associated with taking an AP exam, students have the ability to participate and succeed in the program at higher rates than their peers in states without AP curriculum and exam funding.enHigh school studentsAdvanced placement programs (Education)ParticipationEducation and stateFinanceThesisCopyright 2022 by Ian Andrew Callen