The purpose of the study was to determine the effect of pacing and scheduling of algebra coursework on assigned 9th-grade students who traditionally would qualify for pre-algebra instruction and same course 9th-grade students who traditionally would qualify for standard algebra instruction. Students were selected based on completion of first-year algebra by the end of their 9th-grade year. This study will compare all students' math EXPLORE test scores, PLAN test scores, algebra common summative assessments (CSAs), geometry CSAs, fall grade point averages (GPAs) and spring GPAs. Achievement was examined for three different algebra groups. The first group received algebra instruction for a period of two-years, one-period (n = 15). The second group received algebra instruction for a period of one-year, one-period (n = 30). The third group received algebra instruction for a period of one-year, two-periods (n = 19). Among the differences observed, the students who completed the one-year, two-period algebra class were significantly lower on the EXPLORE (pretest) score, but not significantly lower on the PLAN (posttest). However their GPAs did not improve significantly. This study suggests that the research district should continue to examine how students are placed into algebra and when students complete algebra. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]