The evidence on the failure of American high schools to educate and graduate their students is widespread. The release of the latest National Assessment of Educational Progress (NAEP) long-term trends (LTT) assessment data in April adds another data point to this sad compendium. In this Outlook, I focus on trends in high school math, an area of critical national need, and one that has been a focus of national policy for decades. I present data that show a disconnect between the rigor of the math education that high schools claim to be delivering and the quality of the math education that students are actually receiving as measured by assessment data. Key Points in this "Outlook" include (1) Despite years of effort to improve math instruction, our high schools have failed to improve their students' math skills; (2) High school students are completing a greater number of more difficult math courses and are earning higher grades, but on the National Assessment of Educational Progress, they are scoring the same as students did in 1973; and (3) International assessments reveal equally gloomy results: our best students do not match the performance of the best across the Organisation for Economic Co-operation and Development. (Contains 7 notes, and 5 figures.)