This dissertation presents an applied research study focused on improving ACT mathematics scores in a rural Mississippi independent school. The study is designed to evaluate the effectiveness of increased mathematics instructional time and curriculum mapping on improving the percentage of students meeting the College Readiness Benchmark scores on the ACT mathematics subtest. The research focuses on two elements, instructional time and curriculum alignment. Students were assigned to a mathematics lab in addition to their standard curriculum mathematics course to increase the amount of mathematics instructional time. The curriculum of the mathematics lab was subsequently aligned to the ACT mathematics standards. While the two elements did indicate positive outcomes for improving ACT mathematics subtest scores, the achievement gap grew as well. [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.]