This study examined seventh grade student achievement in math, reading, and language arts relating to the allocation of instructional minutes per subject. The treatment group consisted of students assigned to 90 minute classes in the core content. The control group consisted of students assigned to 55 minute classes in the core content. Achievement was measured through various assessments: pre-test, common assessments, Discovery Education Assessments (DEA), and Tennessee Comprehensive Assessment Program (TCAP). Teacher interviews, student surveys, and Tennessee Value-Added Assessment Scores (TVASS) were used to triangulate the findings. Descriptive statistics, ANCOVAs, and Estimated Marginal Means were used to analyze significance. Although the results were inconclusive, the findings implicated strengths of increased time in class and satisfaction among students and teachers. [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.]