Since the enactment of the No Child Left Behind Act (NCLB), one state has implemented a standardized test to track and report student progress to the federal government. One school district has developed a class to assist students in improving their score and ultimately the passing rate on the state's Instrument to Measure Standards (AIMS) assessment. The purpose of this study was to determine if this math standards course made a significant difference in the mathematics AIMS scores equally across subgroups who took the course. This study was a quantitative, nonexperimental design with a pretest and posttest using ANOVA statistical test. The subgroups compared included ethnicity, ELL and non-ELL students, and students above and below the poverty level. The conceptual framework used for the study was based on differentiated instruction. The 10th grade mathematics portion of the AIMS test served as the pretest, and the 11th grade mathematics portion of the AIMS test served as the posttest. The analysis indicated no significant interaction for between ethnicity and time point, between ELL status and time point, and between poverty status and time point. Implications for positive social change include understanding techniques that can potentially increase mathematics achievement to help decrease achievement gaps. [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.]