The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) size and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker[R] CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. SuccessMaker[R] CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression analysis utilized in this quasi-experimental design study predicted a negative and not statistically significant change in the percentage of students passing the mathematics TAKS exam (B = -0.448, p greater than 0.05). SuccessMaker[R] use exhibited a very small effect (r = -0.04) and accounted for less than 1% of the change in passing percentage (r[superscript 2] = 0.0016). Multiple regression model predicted a negative and statistically significant effect upon mathematics passing percentage by economic disadvantage percentage ( B = -0.211, p less than 0.01). The 95% confidence interval for B ranged from -0.365 to -0.057. The large effect size correlation coefficient (r = -0.51) accounted for 26% of the variance in the mathematics TAKS passing percentage (r[superscript 2] = 0.26). [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.]