In this study, the researchers examined the extent to which at-risk students enrolled in traditional high schools differed in their state-mandated assessments in math and in English/Language Arts as compared to at-risk students enrolled in academic alternative education campuses (AECs). All data in this study were based on the accountability results reported by the Texas Education Agency for the 2004-2005 and 2005-2006 academic school years. Statistically significant differences were present between these two groups of students' math and English/Language Arts scores for the 2004-2005 and 2005-2006 school years. Students in traditional high schools with large at-risk populations had higher math and English/Language Arts scores than students served in AECs for both academic years examined. Implications of these findings are discussed. (Contains 3 tables.)