This causal-comparative quantitative study investigates learning centers as a cooperative learning instructional strategy in the secondary mathematics setting. The research literature on group work within the secondary mathematics classroom indicates that group work is an effective way to increase academic success if supported with effective structure strategies. Learning centers allow teachers to create an organized strategy for group work success and can create student academic success in the primary setting. There is a need to explore learning centers as a cooperative learning instructional strategy in the secondary mathematics setting in a greater capacity. There are six research questions analyzing overall student achievement on the end of the year Algebra I state assessment and achievement on this assessment among gender, socioeconomic status, race, special education status, and reporting category to identify if there is a statistically significant difference exists between secondary mathematics students who experience traditional teaching methods and secondary mathematics students who experience cooperative learning centers within the Algebra I classroom. A quantitative causal-comparative design was appropriate to investigate whether a statistical significance exists in achievement growth for Algebra I students between students who experienced cooperative learning centers and students who experienced traditional learning due to the preexisting group that was selected, and a variable tested. This study did not use random preselection. Target population included 8,000 students. A sample of 160 students were selected from this target population where 131 students met the criteria. Purposeful sampling was used to retrieve archival data. The statistical analysis that was employed in this study was multiple "t"-tests, "Levene's" test, and "ANOVA" tests to determine if there was a significant difference between the means of two or more groups that may be related. This study concluded that there is a significant difference between cooperative learning centers and traditional teaching methods among gender, specifically female secondary mathematics students. It was also concluded that there is not a statistical significance between cooperative learning centers and traditional teaching methods among overall Algebra I students, between race, or among classifications of socioeconomic status or special education status. This study also discovered that there was not a statistical significance between cooperative learning centers and traditional teaching methods among reporting categories on the Algebra I state assessment. This study can be used to compare the relative effectiveness of cooperative learning centers for secondary mathematics students in terms of academic achievement for female specific students. It can also be used as a bridge for future studies and can provide insight for current educational stakeholders on cooperative learning centers to improve student academic success. [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.]