Since the time of Sputnik, American educators and policymakers have recognized the need to raise expectations by increasing rigor in high schools across the United States. Copious studies attest to the fact that students who take Advanced Placement coursework experience success in college (Adelman, 1999; Camara, 2003; College Board, 2005; Dougherty, Chrys, Mellor, Lynn, & Jian, 2006; Geiser & Santelices, 2004; Klopfenstein & Thomas, 2005; Morgan & Ramist, 1998; National Association of National Secondary School Principals, 2004; The National High School Alliance, 2006; The No Child Left Behind Act, 2002; PL107-110, 2001). Performing well on an Advanced Placement exam means more than just accomplishing college-level work; it is a pathway to success in college. With the acceptance of the Advanced Placement Program as an instrument of rigor by teachers and administrators in secondary education and higher education, alike, the purpose of this research study was to aggregate and examine data available in public documents pertaining to the Advanced Placement Program in Pennsylvania. This study is meant to present a picture of where we, as a state, are now. It is meant to be a prelude, a preface to a more complete story in the years to come. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]