The purpose of this study was to determine whether or not adopting a blended learning model led to significant difference in the Algebra I standardized test scores on the State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) exam between secondary students who experienced a blended learning model in their classrooms and students who did not experience a blended learning model. This study focused on the outcome of the math intervention program and was intended to further research in the area of blended learning. A one-way Analysis of Variance (ANOVA) data analysis technique was utilized, and an alpha level of 0.05 was set as the criterion for the level of significance. Archival standardized test data was collected from the 2018-19 school year. The sample size consisted of the Algebra I EOC test scores from 9th graders enrolled in a public high school in Texas. Based on the one-way ANOVA analysis, there was no statistically significant difference in the means of students' raw scores between the different types of instruction. Interestingly, the means of raw scores were slightly higher for students who received traditional instruction compared to students who received blended instruction for both genders and African American and Hispanic students. However, there was not enough evidence to suggest that either instructional method posed a greater or lesser impact on student achievement. [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.]