The researcher's purpose in the study was to evaluate the effectiveness of an Accelerated Mathematics Program (AMPS) for sixth and seventh grades, using the accelerative practice of curriculum telescoping in a rural school district in North Carolina. The mathematics achievement of students served in the locally developed Accelerated Mathematics Program (AMPS) was compared to the mathematics achievement of a non-accelerated group of students with similar abilities across three grade levels. Mathematics achievement of identified gifted students and high performing, non-gifted students was also compared within and between the accelerated and non-accelerated groups. A quasi-experimental, causal comparative design was used to test the hypotheses of the study, using archival data from state End-of-Grade (EOG) Mathematics Tests and Algebra I End-of-Course (EOC) Test as measures of mathematics achievement in grades six through eight. The following research questions were addressed: (1) What effect does acceleration have on mathematics achievement of students at the middle school level?; (2) What effect does being classified as gifted have on mathematics achievement of students at the middle school level?; and (3) What are the interaction effects of acceleration and gifted identification on mathematics achievement of students at the middle school level? The findings indicate there were statistically significant differences found for acceleration and gifted identification; however, no interactive effects between acceleration and gifted identification were observed. [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.]