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The Advanced Placement (AP) program has become ubiquitous with advanced course offerings in public schools in the United States. It is imperative that educational leaders intentionally and routinely evaluate the effectiveness of programs in providing equitable opportunities and outcomes. The purpose of this program evaluation was to evaluate the extent to which the AP program in the San Diego Unified School District maintained equitable access to AP courses and resulted in equitable outcomes for all student groups. The evaluation also reviewed student survey data to establish the student perspective on the benefits of the AP program and the perceived outcomes in college preparation. During the evaluation, I reviewed 227 survey responses from 2024 graduates, 5,669 AP test scores and 9,249 AP course grades from the 2023-2024 school year. I also compared this data to the outcomes of the International Baccalaureate and Community College programs. The findings indicated inequity in the access and outcomes of the AP program. The evaluation also found that students taking community college courses receive college credit at a significantly higher rate than both AP and IB programs. Future evaluations of student experiences in college are needed to clarify the impact of the AP program on college preparedness. Future evaluation of instruction and curriculum in AP classes is also needed to better understand the variability of outcomes for students.