This article examines high school graduation rates and Algebra I proficiency rates in a large urban school district in Maryland. The article approaches the problem of low minority graduation and Algebra I proficiency rates from a critical race theory perspective. The article challenges the school district's received narrative that it is doing well for its minority students. Using a counter-narrative framework and a critical quantitative approach, the article builds a counter-narrative to the school district's narrative using the school district's own high school graduation and Algebra I proficiency data. The data show that African-American and especially Hispanic students are not succeeding to the degree the official narrative suggests. Free and reduced-price meal data are also used to show the strong relationship between low income and racial composition in the high schools in the district. Recommendations for improving Algebra I pedagogy are suggested.