The purpose of this quasi-experimental quantitative study was to determine if a new Algebra I curriculum resulted in improved student performance on the state Algebra I exam. The treatment group consisted of 383 9th grade Algebra I students who received the college-ready standards-based (CRSB) curricula. The control group consisted of 338 9th grade students who took the Algebra I and did not receive the Algebra I CRSB curricula. An independent samples t test was used to determine if differences between the means were statistically significant. The results of the analysis suggest that the treatment group, which achieved an average raw score of 28.9 on the Algebra I EOC, performed significantly better than the control group, which achieved an average raw score of 21.69. The Algebra I average raw scores for the 2 groups differed significantly, t (715) = -12.6, p = < 0.05, d = 7.24. The results support the work of others who have demonstrated support for alignment of the written, taught, and tested curricula to improve student performance. Implications for positive social change include evidence that can inform instruction, influence local curriculum policies, and plan for future appropriate professional development activities. [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.]