Research indicates that students from marginalized communities do not have the same access to advanced courses as the rest of the population, creating a persistent disparity (Edmunds et al., 2022; Ezzani et al., 2021; Sebastian, 2021). One reason for the equity gap is the existing enrollment process tends to miss qualified students, specifically from underrepresented groups (Card & Giuliano, 2016).This mixed methods study aimed to examine the data surrounding underrepresented students participating in advanced placement (AP) coursework to assist Buffalo Public Schools (BPS) in reducing the equity gap and ensuring access for all students. Furthermore, this study aimed to understand the criteria needed for a district-wide universal screening tool for BPS to reduce the equity gap in AP course enrollment. The study participants were 73 AP teachers and counselors from the BPS who completed a voluntary survey. Of these 73 participants, eight volunteered for a follow-up interview. A major finding from the survey and interviews was that most participants agreed that a universal screening tool would increase the enrollment of students from marginalized communities and their success in the AP program. A district-wide universal screening tool prototype was created from survey and interview data. The study findings recommend that BPS select pilot schools and develop a team of key stakeholders to evaluate the success and efficiency of the universal screening tool to create a universal process for AP enrollment. Future research can include monitoring the pilot school's success in closing the achievement gap for students from marginalized communities in AP coursework enrollment and success. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]