This report describes three exploratory studies of the performance of males and females on the multiple-choice and constructed-response sections of four Advanced Placement Examinations: United States History, Biology, Chemistry, and English Language and Composition. Analyses were carried out for each racial or ethnic group with a sample size of at least 200. Gender differences associated with differences in the score reliabilities of the two types of assessment were studied. Analyses were also conducted to assess the extent to which sex-related differences in multiple-choice scores could be attributed to differentially functioning items favoring males. Exploratory analyses were also undertaken to determine whether patterns of sex-related items could be observed for constructed- response questions. There was little support for the "different-reliabilities" hypothesis, and fairly small numbers of multiple-choice items exhibited sex-related differential functioning. The third study suggested that topic variability may have a greater effect on sex-related differences than the variability associated with particular question types or content areas. Fourteen figures and 22 tables present analysis results. An appendix presents four tables of summary statistics. (Contains 28 references.) (Author/SLD)