The purpose of this study was to study the impact of a mathematics intervention on the students who have participated in the program. With the implementation of legislation such as the No Child Left Behind Act (NCLB) schools have invented new strategies to assist every student in achieving high levels of achievement. In order to facilitate high levels of achievement on mathematics standardized assessments one middle school has chosen to emphasize the areas of student motivation, test anxiety, and test-taking strategies. The intervention program at the targeted school, known as the Together Opportunities Produce Success (TOPS) program, emphasizes the mathematics content standards that are assessed on the state exam. The TOPS program addresses these standards through the lens of the three areas mentioned above. Students who are more motivated to perform at a high level on standardized assessments are more likely to perform to their maximum potential. Students who do not fear standardized tests and are better able to focus on the task at hand. Finally, students who possess the mathematical knowledge and mathematical skills necessary to perform well on assessments of this nature will be more likely to do so when they have a better understanding of the test, the questions on the test, and approaches that can help them best answer each question. This research project has utilized both qualitative and quantitative data to study the impact of this intervention on the targeted school.

The research gathered throughout this study has indicated that the TOPS program has had a significant and positive impact on the thoughts and feelings of students towards mathematics and mathematics standardized tests. Additionally, the research has uncovered that while there is a relationship between attendance of the TOPS program and student learning the relationship between attendance of the TOPS program and standardized test results is not statistically significant.