This study evaluated the implementation and impact of the School of Interactive Arts (SIA), a scalable, in-class instructional model designed to introduce high school students to computer science and video game design through a virtual platform called Ghost School. Conducted in New York City Department of Education public high schools, the study used a quasi-experimental design with matching to examine whether participation in SIA increased students' likelihood of taking and obtaining a qualifying score on the AP Computer Science Principles (APCSP) exam. While the impact study found no statistically significant effects on APCSP exam outcomes using the available data, qualitative findings revealed that teachers valued the program for its ability to engage students and support the teaching of foundational computer science concepts. The program contributed positively to student engagement and teacher capacity, addressing foundational gaps that often precede formal AP participation. The study highlights the complexity of measuring impact on AP exam outcomes and underscores the importance of combining quantitative data with qualitative insights to fully understand the program's contributions.