PISA 2012 results indicate that school systems that group students based on ability levels tend to have lower performance than those that do not divide students by ability. One way some in the United States have sought to increase equity of opportunity is to mandate enrollment of students in college-preparatory mathematics, i.e., Algebra 1 in eighth or ninth grade. This paper is based on a study conducted on one such curricular change. It uses a multiple linear regression model to compare two graduating class cohorts--one from before the initiative and one after--on test scores, courses completed, grades, and drop-out rates. There were positive gains for select groups of males and negative results for most females with the highest losses found for White females, especially those qualifying for special education services. [For the complete proceedings, see ED597799.]