The mathematics achievement of career-bound students at High Schools That Work (HSTW) sites in 1996 was compared to performance levels at HSTW sites in 1993-1994. Forty-nine percent of the 260 HSTW sites improved their average mathematics scores over the period, with the percentage of career-bound students meeting the HSTW mathematics goal of 295 increasing from 36% to 44%. Although male students' performance improved significantly over the study period, that of female and African-American American students did not. The gap continued to widen between HSTW sites' career-bound students and vocational students in the National Assessment of Educational Progress. Students taking the challenging HSTW-recommended mathematics curriculum had an average score of 294, which nearly meets the HSTW performance goal of 295. The bad news is that over half of students at HSTW sites did not score at the mathematics goal level. The following were among the recommendations for further improving career-bound students' mathematics performance: (1) raise expectations and get students to work harder; (2) take the lead in getting other school teachers to use data and numbers to advance learning; (3) work with vocational teachers to increase the application of mathematics concepts in vocational courses; and (4) use instructional methods that connect mathematical concepts and procedures to experiences in students' lives. (MN)