In 2009, Florida adopted the Differentiated Accountability (DA) plan, making it among the first to specifically incorporate into its existing school grading scheme college readiness targets. In this paper we use a rich panel of data on high school students in Broward County (Ft. Lauderdale) Public Schools to present early evidence of the impact of these changes to the high school accountability grades on students' participation and performance in accelerated coursework. Using a difference-in-difference approach, we find that DA increases students' probability of taking AP tests in English, Science and Social Science. However, it does little to improve students' performance in these tests and the effect, if any, is concentrated among white students and among students in high-performing schools. The treatment heterogeneity is likely due to the difference in instructional resources across schools. DA also has far-reaching impact as it elicits efforts from schools to prepare students for accelerated coursework. For instance, it increases students' probability of taking benchmark courses on time. Last, DA effect persists and accumulates over time. Tables are appended.