Upper level high school math courses, those above Algebra 2, are associated with a host of benefits and positive outcomes for students who take them. Racial disparities in upper level math courses have persisted for decades despite nationwide efforts to improve them. Because of a lower prerequisite requirement, AP Statistics is the most accessible upper level high school math course and broadly relevant. The quantitative phase of this mixed methods study compared participation rates and eligibility-conversion ratios in AP Statistics students from five racial groups (Black, White, Hispanic, Asian, and Multiracial) in Virginia's public school districts for the consecutive school years 2015-16 through 2019-20. In all five years, Black students had statistically significantly lower participation rates compared to White, Asian, and Multiracial students. Black students had statistically significantly lower eligibility-conversion ratios compared to Asian students in all five years, White students in the four most recent years, and Multiracial students in the three most recent years. Statistically significant differences were not found between Black and Hispanic students in any year. In the qualitative phase, seven of Virginia's district math leaders were interviewed for their perceptions of AP Statistics as an equity bridge and their practices of culturally responsive leadership. Awareness of racial disparities is prevalent, but organizational structures create barriers to agency in addressing them. Implications for practice include clear goals and accountability for addressing opportunity gaps, more frequent monitoring of course enrollment and achievement trends especially for students of color, and how the element of time needs to be considered in making progress. [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.]