College students' performance in their first two calculus-level mathematics courses was studied by comparing students skipping, on any basis, one or more courses in the regular calculus sequence and students reaching these same courses through the regular sequence. Those skipping via CEEB AP and those skipping for any other reason were also compared on performance. Obtained from 50 institution offices were lists of AP students entering first term, class lists of second-term courses having AP students, and each student's SAT math/verbal scores, age, sex, high school, and grades in his last two math courses. AP students were matched with regular progress (RP) students in the same class and having SAT math scores within 25 points of each other. These data were treated with the Wilcoxan matched pairs signed-ranks test, Kendall Partial Rank Correlation Coefficient, or the Chi-square test. In all but one case, AP students scored at least as well as RP students whether or not placement was based on CEEB AP scores or some other criterion. There were no significant differences between CEEB AP students and AP students based on other criterion. None of the other factors investigated were significant in performance comparisons. (Author/JP)