The purpose of this researcher was to investigate the programmatic impact of school districts' practice of limited early access to algebra on student performance. School districts selected for the study are located in the counties of Nassau and Suffolk, Long Island, New York. School districts that reported Mathematics A and Integrated Algebra Regents results to the New York State Department of Education for eighth grade students and high school students were selected to participate in the study. Correlational research described relationships between groups of students and their results on New York State Regents examinations and the SAT Reasoning Test in Mathematics. A comparison of New York State Regents' results of students with early access to algebra and students without early access to algebra yielded positive, strong, statistically significant relationships for students that scored 85 or greater on the examination. A comparison of NYS Regents' results of students without early access to algebra and the districts' mean score on the SAT Reasoning Test in Mathematics yielded strong, positive statistically significant relationships between these variables. These findings support educational researchers who suggest school districts that limit early access to algebra may impact student performance in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]