The present report explores the trends and disparities in access participation, and outcomes for Advanced Placement (AP) Computer Science Principles (CSP) courses in Chicago Public Schools (CPS) from 2016 to 2023 using the CAPE (Capacity, Access, Participation, and Experience) framework. The analysis focuses on key variables such as teacher capacity, school demographics and student outcomes to identify the factors that influence AP CSP course and teacher availability and student success. Findings suggested the growing presence of AP CSP-certified teachers, yet disparities persisted. Schools with higher proportions of Hispanic or Latinx students were less likely to offer AP CSP courses and students from low-income and special education backgrounds were underrepresented in enrollment. Despite these challenges, participation in AP CSP has increased significantly over the years though gaps remained in demographic representation. This report also examined student performance on AP exams to identify factors such as cumulative GPA and attendance rate as strong predictors of success while socioeconomic status and race played a more nuanced role. The implications for policymakers could include the need to enhance teacher capacity and ensure equitable access to AP CSP for underrepresented students. Practical recommendations for educators may focus on fostering an inclusive learning environment to improve teacher collaboration and to provide targeted academic support for students.