This report from the Thomas B. Fordham Institute examines the long-term impact of advanced math pathways, comparing outcomes for Texas students who took AP Calculus versus AP Statistics. Drawing on 2 decades of data from over five million public high school students, researchers analyzed postsecondary trajectories and workforce outcomes for 178,000 students who completed one of these courses. The findings show that while rigorous math courses support college success, AP Calculus students do not necessarily earn higher salaries than their peers in AP Statistics. The study highlights the value of offering multiple advanced math options, challenges assumptions about calculus as the only pathway to rigor, and emphasizes the need to expand equitable access to advanced coursework. Teacher preparation faculty may find this resource useful for informing conversations on curriculum design and preparing candidates to guide students through multiple pathways to success.