In mathematics, the keyword strategy involves identifying a keyword (e.g., "altogether") and using that keyword to determine the operation needed to find a word problem's solution. We analyzed 747 high-stakes released items across Grades 3, 4, 5, 6, 7, and 8 from the Partnership for Assessment for Readiness for College and Careers and Smarter Balanced assessments. Of these, 57 items did not involve written text. Of the 690 text-based items, we classified 69% as directive word problems and 31% as routine word problems. For all 690 items, we identified any keywords (e.g., "total," "each," "share") appearing in the text of the word problem. We categorized the 214 routine word problems by schema: total, difference, change, equal groups, comparison, ratios or proportions, or product of measures. We identified keywords within these problems and determined whether a keyword and its implied operation matched the correct problem solution. For single-step routine word problems, we determined keywords featured within the problem led to a correct problem solution with less than a 50% match rate. For multi-step routine word problems, the match rate was less than 10%. These low match rates indicate that keywords are an ineffective word-problem strategy that educators should avoid. [This paper was published in "The Elementary School Journal" v122 n3 p452-473 2022 (EJ1329642).]