The Advanced Placement (AP) program was initiated during the early 1950's in response to growing concerns regarding the educational needs of high ability secondary school students. The Advanced Placement "Status Quo" (AP Status Quo) framework suggests that there has been an emphasis on preparing a few students while excluding the majority of students when it comes to courses. The underlining belief in the AP Status Quo framework is that only certain high school students are capable and deserving of college level rigor in high school. The status quo model asserts that AP programs should be reserved for the "best" students; to challenge them forward towards university enrollment. In other words, AP programs seem to be reserved for the "brightest and most capable" students. In contrast, the author proposes an enrichment AP model builds from a student's strengths. People, as a society, should no longer accept to blame a student's culture, language or race for the "academic rigor gap." This enrichment perspective is grounded in the belief of social justice and equity. The enrichment model requires school districts and schools to make equal representation in AP courses a minimum standard. The goal should be that all students, in particular, low-income, Latino and English Language Learners be provided academically rigorous coursework through AP programs. Ultimately, this paradigm demands that the educational system provide every child an equal opportunity to learn. The author offers research, policy and practice recommendations to further examine AP program equity and access. (Contains 2 figures and 7 tables.)