This study examined the efficacy and effectiveness of reform mathematics curricula by analyzing high school mathematics scores on the Texas Assessment of Knowledge and Skills (TAKS) test from seventeen Texas high schools in seven different independent school districts state wide, using the scores to determine if any trends in student improvement were observed compared to students taught with a more traditionally-based curriculum. TAKS scores were collected from the Texas Education Agency's website for each of the districts' high schools. The schools were selected because of similar demographics among the districts. The data were separated by the following subgroups African American, Hispanic, White, Economically Disadvantaged, and Limited English Proficiency (LEP) and were distinguished by grade level for the years 2003, 2004, 2005, 2006. Weighted averages for each grade and category were calculated in order for comparisons to be made. Evidence showed reform-taught students outperformed traditionally-taught students in some subcategories.