One option for length of individual mathematics class periods is the schedule type selected for Algebra I classes. This study examined the relationship between student achievement, as indicated by Algebra I Criterion-Referenced Test scores, and the schedule type for Algebra I classes. Data obtained from the Utah State Office of Education included scores for over 40,000 students, from over 300 schools, who took the identical Algebra I CRT at the end of the same school year. Data obtained from each school district determined the schedule type of each student. Significant differences were found in student achievement based on the schedule type overall and for individual grade levels. The schedule types generally related to higher Algebra I CRT scores were those where students spent more time in the mathematics classroom and where classes met daily.