The College Board's decision to revise its African American Studies curriculum has come under fire from many who argue that the changes are motivated by political pressure rather than pedagogical considerations. The new curriculum, which is stripped of much of the subject matter that the DeSantis administration opposed, has been criticized for erasing the experiences of Black writers and scholars associated with critical race theory, reparations, the queer experience, and Black feminism.
Education is a center of much vitriolic partisan debate in America. However, David Coleman, head of The College Board, insists that the changes were not due to political pressure. He has stated that the revisions were made after input from professors and in accordance with "longstanding A.P. principles." ETS supported the College Board. Whether or not one believes that the changes to the African American Studies curriculum are justified, it is clear that they will have far-reaching implications for the way that race is taught in America. 
Dr. Ivory A. Toldson
Although the College Board has significantly expanded its AP courses over the past two decades, they have not effectively addressed longstanding racial equity issues. Despite the broad availability of AP courses, lower-income communities are still less likely to offer them than those in more affluent areas and Black students are consistently underrepresented even where availability is not an issue. The gap between exam scores among different racial groups has grown since 2003, highlighting a lack of resources and support for some student populations.
Studies have uncovered various systemic factors that continue to impede equitable access to AP classes. This includes low expectations from teachers or counselors about a student's ability to succeed in advanced classes, funding constraints for offering such classes, inadequate support for faculty development, and exclusionary policies like pre-requisites or grade cutoffs. Furthermore, students from certain backgrounds may also be unable to take up the opportunity due to lack of the information networks or financial resources required for AP exams.
Historical Context
The SAT and ACT, standardized tests used to measure aptitude for learning in college admissions, have a racist history rooted in the 19th century influx of immigrants into the United States.
