High stakes testing in the state of Texas creates greater achievement gaps between Latina/os and White students. With the state adopting strict guidelines for graduation, Latina/os find it difficult to stay in school and proceed to higher educational institutions. Latina/os choose to drop out of schools with curriculums which do not embrace their potential and academic ability. This paper will construct an argument for schools to provide a critical mathematics education for Latino students. High stakes testing creates curriculums which are irrelevant leaving minority students to fail. With the No Child Left Behind Act, schools are pressured to perform academically causing Latino students to become de-sensitized to schooling, learning, and their future. Schools rather should embrace a curriculum of caring, creativity, culture, language, empowerment, critical consciousness, transformative, and agency. Schools must also change the place of teachers from technicians to engineers who analyze, create, apply, assess, and reform their curriculums to better cater to minority students. Teachers are better able to provide a mathematics education which acknowledges Latino students' culture and create real life connections to their learning. This paper will discuss factors involving high stakes accountability, a literature review, need for a study, purpose, methodology, a discussion, and recommendations.