Purpose: The purpose of this study was to examine the college-readiness in math of Texas community college students using archival data from the Texas Higher Education Coordinating Board (THECB). Data analyzed were the rate of all first-time in college (FTIC) developmental education students who scored below the Texas college-readiness standards in math and the rates of FTIC developmental education students in math who completed a college-level math course with a grade of A, B, or C within a 3-year period, at Texas community colleges for the 2003 through the 2008 academic years. Additionally, FTIC students' college-readiness rates in math and the rate of FTIC college-ready students in math who completed a college-level math course with a grade of A, B, or C within a 1-year period, at Texas community colleges for the 2003 through the 2008 academic years were analyzed. Methodology: A nonexperimental quantitative research design was used in this investigation. Archival data for six years from the 2003 through the 2008 academic years were acquired from the Texas Higher Education Coordinating Board Accountability database. Findings: Statistically significant differences were not present between 2003 and 2008 with respect to the four variables analyzed herein. The percent of FTIC developmental education students in math who scored below the Texas college-readiness standards in math were 40.63% in 2003 and 41.07% in 2008. For the percentage of FTIC developmental education students in math who completed a college-level math course with a grade of A, B, or C within a 3-year period, only 5.44% met this criterion in 2003 and 5.57% in 2008. The percentage of FTIC students who were college-ready in math was 40.22% in 2003 and 41.08% in 2008. Finally, the percentage of FTIC students who were college-ready in math and who completed a college-level math course with a grade of A, B, or C within a 1-year period was 8.02% in 2003 and 8.47% in 2008. These results reflect no improvements with respect to math college readiness scores of Texas community college students during this time period. As such, a re-evaluation of initiatives to improve math college readiness is warranted. [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/en-US/products/dissertations/individuals.shtml.]