In spring 2015 Mississippi began testing the college readiness of all grade 11 public high school students and found that approximately 18 percent were ready for college math, a percentage that had changed little by 2017/18. This study examined: (1) the sequences of math courses that Mississippi students took in grades 6-11; (2) the math achievement and demographic characteristics of students who took similar math sequences; and (3) how math sequences, prior math achievement, and student demographic characteristics relate to college readiness in math. The study team used the statistical package "TraMineR" (Gabadinho, Ritschard, Müller, & Studer, 2011) to describe the student math sequences in Mississippi. "TraMineR" is designed specifically for sequence analysis and is able to both identify and group similar sequences for use in examining how sequences are related to explanatory factors, such as race/ethnicity, in correlational analyses. Associations between math sequences and college-ready performance in math on the American College Testing (ACT) were modeled using classification and regression tree (CART) analyses. CART is a statistical technique used to classify individuals into mutually exclusive subgroups, with the results presented in a decision tree (Breiman, Friedman, Olshen, & Stone, 1984). The methods used for study are presented in this appendix. [For the full study "Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. REL 2019-007," see ED597299. For the study snapshot "Math Course Sequences in Grades 6-11 and Math Achievement in Mississippi. Study Snapshot. REL 2019-007," see ED597300.]