The Texas Education Agency (TEA) has implemented a student accountability system that measures students' performance on State of Texas Assessment for Academic Readiness (STAAR) in several content areas. How students perform determines the accountability ratings that will be assigned to every school district in Texas. Therefore, teachers and administrators all over the state are always seeking ways to ensure that students are academically well prepared. Unfortunately, not all students will be prepared, especially in mathematics. Every school year a number of middle school students struggle with mathematics. Teachers then try to provide the assistance needed to help those students close the gaps in their learning through the Response to Intervention (RTI) system. Sometimes, additional measures are taken to provide that assistance, such as incorporating intervention math labs into a school day and offering that class to struggling students. A student will either do better on the state mandated test or regress in their growth performance, as a result of taking a math intervention lab. The goal for a school district is always for a student to do better. It is about finding ways to reach struggling students to help them grow. Therefore, the purpose of this quantitative study was to investigate the difference of taking a math lab over a period of three years, and whether or not it aided in improving students STAAR math growth performance scores from grades sixth through eighth. The sample for the study included 30 students who were enrolled consecutively for three school calendar years from 2016--2019. The selected students' STAAR math growth performance data was examined closely from year to year. The data included students who took a math intervention lab and students who did not take a math intervention lab. The data of both groups were compared, as well. After the study was concluded, it was found that there was a statistically significance difference between students STAAR math performance growth data from sixth through eighth grade. Students in both groups showed gains in their assessments, but students who were enrolled in a math intervention lab demonstrated more growth, therefore, indicating that those students benefitted from taking a math intervention lab. The findings of this study will inform other administrators, educators, and future researchers about the STAAR math performance when students are given an additional math class in order to receive targeted interventions. It will, in turn, help them decide on whether or not intervention math labs should be implemented into the school daily schedule. [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.]