This project aimed to analyze and understand trends in participation rates for standardized tests, specifically the Advanced Placement (AP) and ACT exams, across Wisconsin schools. The objective was to identify disparities in test participation rates among different demographic groups, school types, and geographic areas, and to uncover the factors influencing these differences. Using data provided by the Wisconsin Department of Public Instruction, which includes details on AP participation, ACT scores, and school enrollment, the project leveraged data science techniques such as descriptive analysis, correlation analysis, and regression modeling to explore these trends over time. 

The ultimate goal was to provide actionable insights that can help policymakers and educators improve access to standardized testing, particularly in underserved or disadvantaged areas. By identifying key factors that influence test participation—such as socioeconomic status, race, and geographic location—the project sought to recommend strategies to bridge participation gaps and promote educational equity. The analysis also aimed to predict future trends in participation, offering a framework that can inform the design of interventions and policies aimed at increasing access to these critical educational opportunities. Through this project, the intention was to contribute to a more equitable educational landscape where all students, regardless of their background, have the opportunity to benefit from AP and ACT testing.