Sequencing for Success: Analyzing the Impact of High School Course Progressions on Achievement and AP Pass Rates

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Meredith Wronowski

Abstract

This quantitative action research study examined the impact of high school course sequencing on student achievement and Advanced Placement (AP) pass rates at a small private Catholic high school. The study emerged from concerns regarding compressed curriculum pathways, inequitable access to rigorous coursework, increasing AP enrollment, and inconsistencies in student preparedness for advanced academic experiences. The purpose of the study was to investigate student achievement outcomes and educational opportunities. Grounded in the concepts of the opportunity to learn framework, organizational change, and student self-efficacy, the study explored how access to appropriate coursework and aligned curriculum pathways may affect academic performance and college readiness. A quantitative action research design was utilized to analyze secondary student achievement and AP performance data. Descriptive statistic and ANOVA testing were conducted using IBM SPSS Statistics to examine relationships between course sequencing and academic outcomes. Findings indicated that no statistically significant relationship existed between AP pass rates and overall English or Math achievement. However, statistically significant differences were identified among students within different course sequencing tracks, suggesting that curriculum progression and course sequencing may influence student achievement and preparedness. Based on these findings, an action plan and logic model were developed to support organizational improvement efforts focused on curriculum redesign, course leveling, curriculum mapping, and the use of student self-efficacy data to guide decision making. The study also identified anticipated implementation challenges, including staffing considerations, faculty workload, temporary instructional adjustment periods, and stakeholder confusion regarding redesigned course tracks. Despite these challenges, the findings highlighted the importance of collaboration, continuous improvement, and adaptive leadership supporting sustainable educational change. The implications of this study extend beyond this small, private Catholic school and provide guidance for similar schools seeking to improve equitable access to rigorous coursework while balancing academic rigor, student readiness, and organizational capacity.

Keywords

Course Sequencing, AP Pass Rates, Rigorous Coursework, Equity in Course Tracks, Course Tracks

Rights Statement

Copyright 2026, author

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