This study investigated the value of the Advanced Placement English course in New York State secondary schools, the college performances of former Advanced Placement and Non-Advanced Placement English participants, the best predictor of accelerants' performances in the first college English course, and which predictors, when combined, stabilized the prediction. Data were collected from questionnaires mailed to 100 teachers of Advanced Placement English, 45 registrars and admissions officers, and 580 participants of Advanced Placement and Non-Advanced Placement English. The statistical techniques included the analysis of variance, multiple correlations, regression analysis, and the Chi-square test. The majority of the Advanced Placement students, after taking the Advanced Placement English course, received a competent Advanced Placement English Examination score, and received more A's and B's in the first college English course than those with lower scores. Advanced Placement English participants received higher grades in their first college English course than did Non-participants of comparable ability. The author concludes that the Preliminary and Scholastic Aptitude Test verbal scores were good indicators of placement, but not the best predictors of an accelerant's success in the first English course. (Author/JAC)