This study examines the messages and accuracy of the messages sent to students from the Arizona Instrument to Measure Standards (AIMS) math test regarding academic preparedness for postsecondary education. Previous studies investigating messages sent to students, derived from information such as educational standards, grades, course taking policies, test material, and college admissions requirements, focused on content alignment of secondary and postsecondary content standards. However, a dearth of research exists on messages from high school performance, as measured by exit exams and college performance measured by grades, major selection, or graduation. This study addresses the need to understand and interpret messages students receive based on academic performance. Specifically, this study aims to answer three questions. First, what is the relationship between AIMS math scores and college math performance defined by the University of Arizona math requirement and college graduation? Second, to what degree do AIMS math scores predict college math performance? Third, what is the average AIMS math score and performance level for students who choose certain majors? To answer the research questions posed in this study, various statistical analyses were employed. To answer the first question, a one-way ANOVA and logistic regression analyses were used. A linear regression analysis served to analyze the second and third questions. Results indicate that the messages sent to students regarding college readiness are, in fact, well aligned and clear and consistent. Also, there is evidence that the messages vary by gender and ethnicity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]