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Plano ISD reports strong AP results; board presses to increase participation among underrepresented students
Summary
Director of Advanced Academics Kevin Moore told the board that Plano ISD had nearly 6,000 AP students and just over 14,000 AP exams in 2024–25, with 84.5% of exams scoring 3 or higher; trustees praised results but pressed for strategies to boost participation among Latino and African American students.
Plano ISD Director of Advanced Academics Kevin Moore presented the district’s 2024–25 Advanced Placement results, reporting what he called a return toward pre‑pandemic participation: “we had 84.5% of exams earning a score of 3 or higher,” Moore said, adding that the district administered just over 14,000 AP exams across nearly 6,000 students.
Moore credited several changes for the gains: realigning course offerings to allow students to enter AP sooner, a deliberate rollout of AP precalculus that produced a very high first‑year pass rate, and expanded counselor outreach using the College Board’s AP Potential tool. “Our exam totals have surpassed now the pre COVID levels,” he told trustees, and he highlighted targeted steps to support both participation and performance.
Trustees welcomed the data but pressed for more inclusive participation. Trustee Nancy Humphrey praised the addition of personal financial literacy and asked about exam fee support; Moore noted fee reductions from the College Board and additional TEA subsidies, and said campuses and the district look for further ways to help families shoulder exam costs. Several trustees focused on participation gaps: one observed that Hispanic and African American students remain underrepresented in AP classrooms even when those who participate score well. Moore said the district will continue combining AP Potential with counselor outreach and course access changes to broaden participation.
Moore and board members also discussed instruction and teacher support: many AP teachers attend week‑long AP Summer Institutes, he said, and the district is exploring formal recognition for teachers who both increase participation and diversify their classrooms. Trustees said they want metrics that show both rising scores and greater participation across student groups.
The board did not take further action on the report; the presentation was followed by routine Q&A and moved on to subsequent agenda items.
