The purpose of this mixed-methods capstone is to investigate the effectiveness of the math acceleration initiative that began in the studied school district in 2009 and the impact the initiative has had on mathematics enrollment at the high school level. This research project followed cohorts of students during the 2012-2013 and 2013-2014 school years to determine students' perceptions of the initiative, while also gathering course enrollment data to determine whether or not students continued on an advanced math track throughout high school. The following research questions were addressed: (1) Over time, how did students who took advanced math classes in middle school perform on Algebra I and/or Math I state testing as compared to those who continued on a traditional path? and (2) For students who take advanced math classes in middle school, are they enrolling in upper level math courses in high school? The findings reveal there were statistically significant differences between the scores of students who tested in eighth grade versus those who tested in high school in regards to proficiency. Student growth data indicated that over time, there was a decline in expected growth for those students on an accelerated math track in middle school. Focus group results and high school course enrollment data show there were no significant impacts on upper level math enrollment as a result of increased math acceleration at the middle school level. [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.]