In the early 1990s, after a long series of disappointing results on national and international mathematics achievement tests the National Science Foundation (NSF) funded the development of thirteen complete mathematics programs at the elementary school, middle school, and secondary school levels. Many teachers were quite happy with the new curricula and impressed with the levels of student involvement and accomplishment. However, some parents and mathematicians were opposed to them, referring to the new curricula as "fuzzy mathematics." In response, in 2007 NSF funded the Minnesota Mathematics Achievement Project (MNMAP) to explore the empirical relationship between high school mathematics curricula and college-level mathematics performance. MNMAP is a longitudinal program of research. Various subsets of its database of more than 16,000 students from 366 high schools who attended thirty-two four-year regional colleges and universities in the upper Midwest were involved in the MNMAP studies. In this article, the authors will summarize five of these MNMAP studies, each of which used quantitative methodology. All studies were concerned with the efficacy of three first-edition secondary school curricula-- Contemporary Mathematics in Context (Core Plus), Interactive Mathematics Project (IMP), and Mathematics Modeling Our World (MMOW)--as measured by student performance in college mathematics. Each program received an additional grant from NSF to prepare second-edition materials.