The Scholastic Aptitude Test, or SAT, is a standardized test administered by the College Board. In response to declining SAT scores over the past four years, the administration of a high school district in the suburbs of Chicago, Illinois implemented an SAT intervention program. The purpose of this study was to determine whether this intervention program has had a statistically significant effect on student performance, as measured by post-intervention SAT scores as compared to the scores of a control group. The method used for this study was a causal-comparative design. The method involved the collection of quantitative information in the form of pre- and post-SAT data collected during the 2018-2019 school year. Students participating were identified as those with pre-test SAT scores ranging from 960-1220. The collected data were evaluated using a test of significance, ANOVA, for repeated measures to examine differences among multiple means by comparing variance to determine the significance of the SAT Intervention program. The ANOVA was used as a statistical procedure to determine whether the mean difference between the two sets (i.e., students who participated in the intervention and students who did not). The overall results of the analyses indicated there was no evidence that the intervention improved English or math SAT scores, but did improve composite SAT scores. Analysis of the historical data from the SAT Intervention did not provide enough evidence to suggest that the intervention alone is accountable for the gains observed. The recommendation, based on the results observed over the 2018-2019 academic year, is that the SAT Intervention Program should be modified and reevaluated each subsequent year. [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.]