Purpose: The purpose of this study was to analyze the extent to which differences in student performance were present between Black males in Connecticut, Florida, Maryland, Massachusetts, and Texas on selected AP examinations from the 2001 through the 2012 exam years. Specific AP exams included in this study were the English Language and Composition, Calculus AB, Biology, and United States History. Data from The College Board website were analyzed to determine the overall AP examination performance among Black males in Connecticut, Florida, Maryland, Massachusetts, and Texas between 2001 and 2012. Archival data were obtained from the College Board and was analyzed using inferential statistical procedures to determine the degree to which differences in AP exam performance were present as a function of race and state residency. Methodology: The methodology employed to compare the AP exam performance of Black male students from Connecticut, Florida, Maryland, Massachusetts, and Texas was a nonexperimental, causal-comparative research design. To ascertain the presence of statistically significant differences in the distributions of select AP examination scores, as well as overall AP examination scores, among Black male students from Connecticut, Florida, Maryland, Massachusetts, and Texas, Pearson chi-square tests were executed. Findings: All analyses included in the comparisons of overall AP examination scores were statistically significant, indicating that academic performance for Black male students differed by state residency. Of the 48 individual AP examination comparisons, 26 yielded evidence of a statistically significant difference among the Black male students from the selected states. The AP US History exam had statistically significant differences every year. Massachusetts was the state with the highest percentages of Black male students who achieved an AP score of 4 or 5. Conversely, Texas was the state with the highest percentages of Black male students who failed to achieve an AP score of 4 or 5. Subsequently, most Black male students did not yield the potential for receiving college credit based upon their AP examination scores. Implications for policy regarding AP testing as an avenue for preparing students for college are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]