'We’re Going Grassroots': How a Principal of the Year Is Boosting AP Enrollment

Why It Matters

The initiative tackles persistent equity gaps in advanced coursework, directly influencing college readiness for underrepresented students. Success could serve as a replicable model for districts nationwide seeking to diversify AP enrollment.

Key Takeaways

• Johnson named 2026 National Principal of the Year
• AP enrollment for Hispanic students rose from 32 to 43 (2021‑2025)
• Black AP enrollment fell from 23 to 11, prompting targeted outreach
• Grassroots strategy uses trusted adults and alumni to boost AP participation
• Surveys ask students to name a trusted adult, guiding support

Pulse Analysis

Jason Johnson’s recent accolade as the 2026 National High School Principal of the Year shines a spotlight on a leadership style rooted in personal relationships. After a five‑year stint as a district principal coach, Johnson returned to Orange High School with a renewed focus on student‑teacher bonds, exemplified by an annual survey that asks every pupil to identify a trusted adult. This data‑driven approach not only humanizes school administration but also creates a feedback loop that informs interventions ranging from behavioral support to academic counseling.

The numbers tell a nuanced story about equity in advanced coursework. Between 2021 and 2025, Hispanic enrollment in AP classes at Orange High grew from 32 to 43 students, reflecting targeted outreach and growing confidence among that demographic. In contrast, Black enrollment fell sharply from 23 to 11, exposing a visibility gap that discourages participation. Johnson attributes the decline to a lack of role models and cultural relevance, prompting a strategic pivot toward more inclusive recruitment and retention tactics.

To reverse the trend, Johnson has launched a grassroots campaign that mobilizes trusted adults—teachers identified through the survey—and alumni who share real‑world success stories. Lunch sessions, one‑on‑one conversations, and a policy requiring students who wish to drop an AP class to consult the principal aim to build belief and accountability. If successful, this model could provide a scalable blueprint for districts seeking to close AP participation gaps, reinforcing the broader national push for equitable college‑ready pathways.