This study describes the trends in course credit attainment (CCA) of high school students in required and non-required science and math courses and trends in registration in non-required science and math courses in Texas between 1997 and 2009. Using Texas Public Education Information Management System data between 1997 and 2009, it presents research findings on 18 required and non-required high school math and science courses, including AP and IB Courses. Different from other studies, it focuses on CCA trends across ethnicities, gender, and those in or not in gifted programs. Furthermore, it investigates the gaps of CCA between Hispanic and White students within gifted or not in gifted programs and gender. It also investigates the trends in the gaps in CCA in the non-required courses with respect to the proportion of White and Hispanic students. In addition, the trends in course registration in the non-required courses are investigated with respect to the proportion of male and female students across ethnicities. Finally, the trends in proportions of male and female students, who attained credits in IB courses, are described within each ethnicity. Significant trends in gap dynamics between Hispanic and White students suggest problems with Hispanic minority students in the science and math education in high schools in Texas, especially since the Hispanic student population is steadily increasing and already surpasses the White student population. Knowledge of these trends has important ramifications for education policy making which, in turn, has a substantial influence on the economic future of Texas.