The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement^® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.

美国经济需要受过高等教育的劳动力，但很少有黑人、拉丁裔和低收入学生上大学、坚持下去并从大学毕业。本研究调查了模型高级先修课程参与者的大学成绩^®(AP) 干预以阐明其有效性并确定提高 AP 参与度和表现是否是消除大学成绩中持续存在的种族/民族和社会经济差异的有希望的策略。调查结果表明，项目参与者的大学成绩优于全州类似学生的成绩，同时也突出了亚群内部和亚群之间的差异。同时，他们确认 AP 参与度和表现可以预测大学成绩，并建议提高低收入白人、黑人和拉丁裔学生的 AP 参与度和表现可能是缩小大学中持续存在的种族/民族和社会经济差距的有用策略结果。