In a recent government meeting, officials discussed the progress and challenges of supporting underrepresented students in Advanced Placement (AP) classes. The conversation highlighted the positive impact of a supportive environment, effective instruction, and the importance of fostering a sense of belonging for these students. It was noted that when provided with the right opportunities, underrepresented students can excel academically.

Lisa Hessel raised a question regarding the grade distributions of students from the EOS program, which is in its inaugural year. The data presented indicated that this cohort is the first to enroll in AP classes after outreach efforts last year. The discussion emphasized the need for a cohort-based comparison of grades to better assess the program's effectiveness.

Larry Varn pointed out that while the EOS students were previously enrolled in the district, they had not participated in AP classes until this year. The meeting also addressed the support mechanisms in place for students in honors and AP classes, particularly through the extension lab initiative. This program, staffed by teachers before school, aims to provide additional academic support. However, attendance data revealed that only half of the students connected to the program attended, raising concerns about accessibility, particularly regarding transportation.

To enhance support, officials are considering expanding the program to include lunchtime sessions to reach students who cannot attend before school. Additionally, the need for specific subject support, such as social studies, was acknowledged, leading to the addition of a dedicated position in the extension lab.

While the extension lab has shown potential, challenges remain, including inconsistent subject availability and attendance issues. The team is actively seeking ways to improve the service to better meet the needs of students moving forward.