Math underachievement is of grave concern with 42% of 4th grade and 36% of 8th grade students achieving at a proficient or advanced level in mathematics, and schools are continually searching for interventions to implement with struggling students. The problem addressed in this study is recently an elementary school purchased access to "DreamBox Learning" for all 500 of its students with little formal research investigating the effectiveness of "DreamBox Learning" on improving student learning, especially with students who have math difficulties and under the time and accessibility restraints often present across schools. This quantitative study investigated the use of "DreamBox Learning" as a mathematics intervention in a Title I elementary school. "DreamBox Learning" is a concept-based computerized intervention program. The study purpose was to investigate the use of the program by the school's nearly 500 students during the 2014-2015 and 2015-2016 school years. The program was offered to a select group of students during the 2014-2015 school year, and then a site license was purchased granting all student access to the program during the 2015-2016 school year. The study utilized a descriptive and comparative quantitative design to ascertain the efficacy of the program. The students were placed into groups based on their fall "STAR Math" percentile with groups consisting of students who scored below the 10th percentile, between the 11th and 25th percentile, and between the 26th and 50th percentile. The groups were then further divided into levels of use based on average weekly time on task data from "DreamBox Learning." Secondary data analysis of "STAR Math" assessment data was used to analyze the effectiveness of the intervention. A mixed ANOVA looked at groups of students based on their level of mathematical deficiency as well as the amount of time the students spent in the program. The participants of the study were students at one Title I elementary school in Colorado. Analysis of program use was used to determine the cost-effectiveness of providing access to all students versus a select number of students based on need. [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.]