Over the past decade the District of Columbia Public Schools (DCPS) has sought to expand participation in Advanced Placement (AP) courses in order to improve high school outcomes (attendance, achievement, and graduation) and longer-term outcomes (postsecondary enrollment and degree completion). DCPS wants to understand policies and recommendations that are intended to increase the number of students taking and passing AP courses and exams. As a first step toward understanding the AP course enrollment policy, this study examined AP course enrollment, AP exam taking rates, and AP exam passing rates. To better understand how the Advanced Placement Summer Institute (APSI) recommendation has been implemented, the study also examined APSI participation rates overall and by school and teacher characteristics. Finally, the study examined the share of AP teachers whose college major aligned with the AP course they taught or its broad subject area and how alignment varied by school and teacher characteristics. [For the full report, see ED611751. For the appendixes, see ED611755.]