The purpose of this study was to evaluate the effectiveness of information processing and cognitive learning instructional strategies that were succinctly prescribed, scripted, and followed through in the Beyond the Basic Facts math program, which was uniformly implemented in a large, urban school district in the Central Valley of California in Grades 2 to 6. This study measured whether the multiple sensory steps employed in teaching each math fact (information processing) and the organization of the presentation (cognitive learning) of each math fact enhance students' math learning ability and retention. This was a quasi-experimental study, comparing 3 years of California Standards Test, math section, scores before the implementation of Beyond the Basic Facts math program to 1 year of California Standards Test, math section, after the implementation of Beyond the Basic Facts. The hypothesis for this study was that the innovative information processing and cognitive learning instructional strategies scripted in the Beyond the Basic Facts math program increased California Standards Test, math section, scores for all students. Additional subhypotheses were tested to see if there was an increase in math achievement as hypothesized, an increase for boys and girls, for different grade levels, for students of all ethnicities, for students of different family socioeconomic statuses, and for students of different family educational backgrounds. A paired "t" test was performed to show the significant difference in average scale scores and performance levels for the years before and 1 year after the implementation of Beyond the Basic Facts. An ANOVA ad hoc test was performed to show a comparison of means in average improvement in scale scores and performance levels for each of the characteristics in the subhypotheses. The results of this study indicated that the innovative instructional strategies found in information processing and cognitive learning assisted and enhanced students' learning and retention of math facts. These strategies seem to be effective with students with diverse socioeconomic statuses, parental educational backgrounds, male or female gender, and the major prevalent ethnicities. [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.]