The present study aimed to investigate the implementation of AP Computer Science Principles (CSP) courses in Chicago Public Schools (CPS) from 2016 to 2023 by employing the CAPE (Capacity, Access, Participation and Experience) framework. This framework provided a lens for analyzing the disparities. “Capacity” was schools’ ability to offer AP CSP courses. “Access” examined whether schools offered AP CSP courses while “Participation” assessed enrollment patterns of diverse groups. “Experience” focused on factors influencing students’ success. This study utilized large and hierarchical data that included student-, teacher-, and school-level factors. Point-biserial correlations, chi-square tests and multilevel binary logistic regression models were employed to explore relationships accounting for the hierarchical nature of data. Findings revealed a steady increase in schools with AP CSP-certified teachers and AP CSP course offerings. Despite overall growth in AP CSP participation, diverse populations remained underrepresented. Success on AP exams was strongly predicted by cumulative GPA and attendance.