Uniondale High School has earned a bronze designation on the Advanced Placement School Honor Roll from the College Board, a recognition that reflects a sharp increase in student participation and performance in AP coursework.
The AP Honor Roll distinction is awarded to schools that meet specific benchmarks in expanding access to AP coursework and improving student outcomes. To qualify, at least 40 percent of a school’s graduating class must take at least one AP exam, 25 percent must score a three or higher on at least one exam, and at least 2 percent must take five or more AP courses, including one in the ninth or 10th grade.
The College Board, founded more than 120 years ago, is a non-profit that helps student navigate from high school to college and career. The organization has pioneered programs like SAT and AP exams.
“AP is a college-level course — it’s not a college course — but you get the experience of working on college-level material,” David Hollander, Uniondale School District’s social studies director and one of the AP coordinators said.
You’re with a high school teacher who is building the capacity in you to self-advocate, to be independent, to build your stamina,” he continued. “You work independently on your own, coming into class with work done, which increases your writing and reading skills.”
Over the past five years, there was 295 students enrolled at least one AP class, in the 2021-22 academic year and it has nearly doubled in 2025-26 with 631 students. Hollander said. School leaders adopted an open-enrollment approach, encouraging students to challenge themselves while also providing academic and social-emotional support to help them succeed.
The number of male students taking the courses, Hollander said, increased by 141 percent from 2022 to 2026.
On Feb. 3, the high school held an AP recognition ceremony honoring students who completed multiple AP courses. One senior, Aariana Osorio, 17, completed 10 AP classes during her time at Uniondale.
Osorio began taking AP courses as a freshman after learning about the program in eighth grade through a successful district initiative known as “AP is U.” Hollander said the campaign is promoted across district schools to prepare students early for high school coursework.
Osorio has taken AP Seminar, AP Research, AP Language and Composition, AP Spanish, AP World History, AP Physics 1, and AP Calculus AB. She is currently enrolled in AP Physics C: Mechanics, and AP Calculus BC.
“My AP courses were significantly more challenging and in-depth, but also more meaningful,” Osorio said. “They pushed me beyond memorization and into critical thinking, clear communication and connecting ideas across subjects.”
The workload came with late nights and frequent exams, she explained, but it also helped her build discipline, patience and resilience. Through the experience, Osorio said she became a stronger writer, researcher and time manager.
Not every AP course is the right fit for every student, Hollander said, and teachers, coordinators and guidance counselors work closely with students to determine where they may benefit most or need additional support.
“We’re never going to prevent a student from taking that challenge,” he said. “We’d rather see a student take a challenging course that they really have to work hard at, even if they don’t earn the qualifying score.”
Research has shown that students who take AP courses often perform better in college. The Princeton Review describes AP classes as a way to prepare students for college-level rigor and ease the transition to higher education. AP coursework can also signal to college admissions officers that students are prepared for challenging academic work.
“AP wasn’t just about earning a grade or credit,” Osorio said. “It shaped my work ethic, strengthened my problem-solving skills and helped me see learning as growth rather than fear or confusion.”
Osorio will attend Columbia University in the fall and plans to pursue a STEM-related field, an interest she said developed during her time in high school. While not all AP credits transfer to every college, she said the courses prepared her for college-level expectations and helped her recognize her own potential.
“Columbia has a really strict Core Curriculum, that they want their students to complete,” Osario said. “While I would get an ‘advanced college credit’ they may place me into a higher level course, but I’ll still have to take a class related to that subject.
London Davis, 16, a junior, is enrolled in AP Physics 1, AP Calculus AB, AP Research, AP U.S. History and AP Language and Composition. Davis described a noticeable shift in expectations compared with earlier coursework.
“My freshman year, I took the New York State Regents physics course, and there was a huge jump in rigor when I entered AP,” Davis said. “I learned valuable algebraic skills that now help me in both AP Physics and AP Calculus.”
While AP courses are more demanding, Davis said they are also more gratifying.
“I find them more rewarding, and there’s more room for growth throughout the school year,” the junior said. “Challenging yourself and not doing your best at first shouldn’t be a deterrent to your goals.”
AP courses may also offer financial benefits. Because AP exams cost significantly less than college courses, students may earn credits that count toward prerequisites or degree requirements, potentially reducing college costs.
Depending on how many AP classes a student take, the more it is. However, the Uniondale district qualifies for grants and most of the time, students are refunded. However, the grant is not always guaranteed.
Davis said some of AP credits may apply toward some required coursework in college, allowing the junior to bypass certain classes and save money.
In addition to individual student achievements, Hollander pointed to programs such as AP Seminar and AP Research, which allow students to conduct independent research projects and formally defend their findings. Students who complete both courses can earn a Capstone Diploma designation from the College Board.
The goal, Hollander said, is not simply to increase participation numbers, but to prepare students for life after graduation.
“AP is not for the elite — it’s for the prepared,” he said. “We want every student to see themselves as capable of taking on that challenge.”
Teachers receive professional development through AP Summer Institutes and other College Board trainings to ensure instruction aligns with updated standards that emphasize analysis, argumentation and the application of knowledge rather than rote memorization.
“It’s not just our top five or top 10 percent anymore,” Hollander said. “We’re really looking to expand opportunity so our students don’t experience culture shock when they arrive on a college campus.”
