This quasi-experimental study aimed to determine if there is a statistically significant difference in student test scores when a modified instructional sequence in middle school science is used versus the instructional sequence suggested by the Commonwealth of Virginia. The Grade 8 science cumulative Standards of Learning (SOL) test results from one public school district in central Virginia from 2015-2019 were collected and analyzed. A multivariate analysis of variance (MANOVA) was conducted to analyze the statistical differences in scores between the reporting categories of Life Science, Physical Science, and General Science. The multivariate tests table determined that the MANOVA was statistically significant. The type of sequence (traditional, modified) had a statistically significant impact on the student achievement in reporting categories (Life, Physical, and General) on the Grade 8 SOL. Following the MANOVA a one-way ANOVA was conducted to analyze the statistical differences in scores between the overall test scores. The tests of between-subjects effects determined that the ANOVA was statistically significant. The type of sequence (traditional, modified) had a statistically significant impact on the student achievement on their Total Scaled Score on the Grade 8 SOL. This study is useful for districts considering making a change from the traditional state-suggested sequence to a modified district-based sequence. More research should be conducted on this topic with a larger sample size to better support the results. [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.]