The purpose of the present study was to examine how Advanced Placement (AP) course participation influences the postsecondary persistence of Black students compared to other commonly examined factors, using a nine-predictor logistic regression model. We extracted data from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14). Black students represented 13.9 percent (N = 3475) of the BPS:12/14 student sample. Our research focused on Black students and considers the effect of their intersecting characteristics on persistence in postsecondary settings. The results suggest that AP courses have a statistically significant positive effect on their odds of college persistence (OR = 1.67). Specifically, compared to student GPA (OR = 1.68), AP course participation had the largest effect on student persistence in postsecondary education. The present study contributes to the literature by providing group-specific effect size benchmark data to characterize the impact of unique factors on the persistence of Black students in postsecondary education. These data have the potential to support meta-analytic thinking as well as policy and praxis to support the postsecondary retention of Black students.