As individuals celebrate the fiftieth anniversary of the Advanced Placement Program[R] (AP[R]) in U.S. schools, they should honor the educators who are enabling a wider and more diverse group of U.S. students than ever before to succeed in college-level studies in high school. Yet they must also gaze clear-eyed at the inequities that remain and the challenges that accompany success in expanding access to AP. This "Report" uses a combination of state, national, and AP Program data to provide each U.S. state with context for celebrating its successes, understanding its unique challenges, and setting meaningful and data-driven goals to prepare more students for college success. Part I of the "Report" comprises three powerful themes that appear once individuals situate each state's AP participation and performance data within the context of its own racial/ethnic demographics and population size. Because one of the chief purposes of Part I is to provide state departments of education with new data to gauge success and identify current challenges in providing equitable educational opportunity (and because current, reliable racial/ethnic demographic data for nonpublic schools is not available for all states), the data in Part I represent public schools only. New this year: Educators should be tracking the quality of learning in AP courses as their AP programs expand, so the "Report" presents data that will allow the nation to track from year to year the quality of student learning in AP courses. Part II of the "Report" uses data from all schools participating in AP, public and nonpublic, to identify the most successful AP classrooms in the world currently, and to provide overall participation and performance information for each of the AP subject areas. New this year: To inform teaching and learning, this section of the "Report" also analyzes the results of the AP Examinations to provide AP teachers, department chairs, college faculty, and other educators with feedback about the knowledge and skills AP students are particularly demonstrating--or failing to demonstrate. Appended are: (1) AP Data at a Glance; (2) AP Exams Taken in U.S. Public Schools by the Class of 2005 During Their High School Years; (3) Raw Numbers for Table 1: U.S. Public Schools; and (4) Changes in Equity Gaps from 2000 to 2005. (Contains 2 tables, 5 figures and 13 notes.) [For the 2005 report, see ED529279.]