Traditionally, schools have enrolled students into Advanced Placement (AP) courses based on the prerequisite courses taken, perceived student motivation and desire, and a perception of probable success on the AP examination. Often teacher and guidance counselor perceptions of probable student success have guided the enrollment decisions. Teachers and schools often want to maintain a high percentage rate of students passing (3 and above) AP exams. Schools and teachers are compared on the basis of the number of students scoring 3 and above on the AP exams and this often creates a very selective recruitment process.

Gradually, a shift in thinking regarding Advanced Placement courses is occurring nationwide. Much of this is due to the comparative success in postsecondary education of students that complete Advanced Placement courses. This phenomenon is especially apparent in the predicted success of minority and traditionally underserved students. Advanced Placement courses are viewed as 'gate‑openers' for students that have often had a low success rate in their postsecondary education experiences. For low income and minority students, advanced courses are particularly powerful gate openers.

Consider, for example, that according to a recent USDOE report, those students that complete a solid academic core, including advanced courses, are more likely to be successful in college than students with higher grade point averages on entry. It was found that a strong academic curriculum is the greatest predictor of success for minority students and levels the playing field for these students. For college students that took at least one AP course in high school, 59% completed study for a Bachelors degree. For students that had taken two or more AP courses, 76% completed their Bachelors degree, compared to a 33% completion rate for students that took no AP courses.

Regardless of how students score on the AP exam or whether they take the exam or not, schools are becoming aware that students completing AP courses are better off in their future academic careers. Even if these students take the course again in college, they are better prepared and more successful in course completion. Enrollment in an AP course is often a motivational factor as well, helping students set higher aspirations for themselves.

The PSAT/NMSQT/AP Talent Search Software Program is a powerful new tool that can assist faculty in recognizing capable candidates. The Talent Software is designed to identify students who are good candidates for Advanced Placement courses, and to assist schools in determining whether to offer additional AP courses. Recent analyses have shown that student performance on the PSAT can be useful in identifying additional students who may be successful in AP courses, especially students who may not have been initially considered for an AP course through teacher or self‑nomination or other local procedures.

Low income and minority students are seriously under‑represented in college participation and college completion rates. And they are under‑represented in advanced courses in middle and high schools. Advanced placement and similar courses can literally help level the playing field. They can increase the odds of going to college, and increase the number of students who complete college. The sequence and rigor of courses taken by students can help reduce the college going "divide." Reducing the college preparation and college going divide will, in turn, help reduce the growing income divide in this country.

But there is another straightforward reason for increasing participation in advanced courses. Our nation is facing a talent shortage. Here are three examples:

1. We need over 200,000 highly qualified teachers each year for the next 10 years to deal with growing student enrollments, increasing teacher retirements and normal replacements. These future teachers are people who obviously must be well equipped to earn at least a Bachelors and Master degree and have the solid foundation to teach to high standards.

2. The second example: The information technology industry needs, by some estimates, 400,000 more qualified employees right now. These are people typically with 2 and 4 year degrees as well as Masters and PHDs. We must build a better pipeline of well­ prepared young people especially for the technology era we have entered.

3. The third example: Despite a smaller military, our armed services need over 100,000 new recruits a year. While most recruits are not typically college graduates, recruits do need to come from the top half of achievement in verbal and math skills.

In just these 3 sectors - the most critical community institution - our local public school; the fastest growing business community sector - the information technology industry; and our national defense, we need 700,000 more highly qualified individuals a year. Where is the untapped pool to find them and how can we build the pipeline? Clearly a substantial part of the answers can be found among low-income students and among our minority students.

Advanced placement courses provide the rigorous content and instruction needed to boost traditionally underserved students on to success. The role of AP courses, and who participates in these courses, must continue to undergo a shift in thinking. The opportunity to learn at higher levels must be afforded to all students capable of completing the coursework, regardless of the AP exam scores.