| Sumario: | The poor performance and mathematical miseducation of urban African-American students in preparation for high-stakes tests just do not add up. Some of the reasons for these deficiencies not adding up include: teachers with inadequate preparation in mathematics and science, unimaginative approaches to teaching, teacher misassignment, and poorly constructed textbooks. Unfortunately, these types of classroom conditions, and especially these kinds of teachers, are often found in large numbers in urban schools. New strategies for preparing students for the high-stakes test and proper classroom instruction must be at the forefront of any mathematics intervention program for students. This paper has as its focus the mathematics preparation experiences of Wanda, Art, and Boo, three African-American students involved in a high-stakes test situation.
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