The purpose of this quantitative study was to explore the effects of new district mathematics curriculum on Nebraska State Accountability-Mathematics (NeSA-M) student cohort scores from 2011 to 2012. This study was significant in isolating variables individual school districts may control in order to do their part in changing the current condition in the United States regarding mathematics learning. The district mathematics curriculum implemented in the fall of 2011 not only contained increases in both content and rigor but also requirements for the learning of content-specific vocabulary,...