The current study, a causal comparative quantitative study, examined the relationship between content-based accelerated instruction and the growth of students identified as gifted and talented who enrolled in the participating district's accelerated advanced math class, and how acceleration affected students' growth based on socioeconomic status. The population included students in Grade 5 and Grade 6 who participated in the advanced math course between 2019 and 2021. The researcher ran three independent t-tests. The math Measures of Academic Progress (MAP) Growth assessment was used to calculate annual student growth. The results showed no statistically significant difference between students identified as gifted and talented in Grade 4, who received the standard grade-level curriculum, and Grade 5, when instruction was on the accelerated curriculum. There was no statistically significant difference between mean MAP Growth Conditional Growth Percentiles of Grade 5 students in the advanced course based on identification as gifted and talented. There was no statistically significant difference of mean MAP Growth Conditional Growth Percentiles of Grade 5 students in the advanced course based on socioeconomic status. The intervention of acceleration for students identified as gifted and talented did not increase growth scores in mathematics. Students who participated in the advanced math course performed similarly to their peers in regards to gifted and talented status and socioeconomic status. [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.]