A middle school in Nebraska increased the frequency of instructional time on mathematics instruction for a group of seventh and eighth grade students in order to achieve 100% proficiency for all students. A quantitative causal-comparative study was conducted using ex post facto data to analyze if there was a difference between the frequency of mathematics instruction, daily versus every-other-day, and the performance of seventh and eighth grade students on the Nebraska State Accountability Mathematics Assessment (NeSA-M). This study showed a statistically significant difference in seventh...