The underachievement of students in the US is a growing and significant problem. When guided by the K-12 Service-Learning Standards for Quality Practice, research has shown service-learning results in increased academic achievement among middle and high school students. This study focused on identifying the impact of service learning interventions on the math achievement and problem-solving skills of elementary students. The core study problem was the math underachievement of low income fourth grade elementary students in a rural, Title I school in Georgia. The purpose of this study was to determine the suitability of the K-12 Service-Learning Standards for Quality Practice on overcoming underachievement of elementary students in mathematics. The theoretical framework of constructivism was used to develop the study. The epistemology approach used to acquire knowledge from study was positivism. Using a quantitative comparative study, data from three different groups was analyzed to best understand the impact of service-learning strategies in an elementary setting. For a period of six weeks, Experimental Group 1 received a "high-quality" SL intervention by integrating six of the research-based service-learning strategies as presented by NYLC in the K-12 SL standards into the existing math curriculum. Experimental Group 2 served as the "general" SL intervention group by integrating two of the K-12 SL standards over a period of three weeks. Group 3 served as the comparison group and implemented the math curriculum without the use of SL over a period of six weeks. The Measures of Academic Progress test was used as a pre- and post-assessment among participants. Analysis of variance was used to compare participants' academic achievement on pre- and post-assessments. ANOVA performed on students' academic achievement were significant. A Tukey post hoc test indicated there was a statistically significant difference in student achievement posttest scores between Experimental Group 1 (high-quality SL group) and the comparison group (p = 0.00 < [alpha] = 0.05), as well as between Experimental Group 1 and Experimental Group 2 (p = 0.04 < [alpha] = 0.05). However, there were no significant differences found between the comparison group and Experimental Group 2 (p = 0.29 > [alpha] = 0.05). ANOVA performed on students' problem-solving posttest scores indicated no statistically significant difference between the three groups. Data from the study supports the use of high-quality SL projects as an intervention to increase the math achievement of low-income, rural fourth grade students. Since there was no significant difference in posttest scores for students' problem-solving skills, further research is needed to assess the specific mathematical domains, if any, that are impacted by high-quality SL projects. A replication of the study should be made with multiple instruments and a larger sample of students, from different schools, and across different regions. [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.]