No Child Left Behind requires school districts to demonstrate adequate yearly progress in mathematics for all students, including the sub-population of disabled students. Given that more than 200 Ohio school districts have implemented Everyday Mathematics (EM) to achieve this mandate, districts need to know if this standards-based program meets the needs of students with mild disabilities. This research compared the academic progress of third-, fourth-, and fifth-grade northwest Ohio students with specific learning disabilities (SLD) in EM districts to the progress of a similar population of students being served in districts with traditional mathematics programs. The study found the scores for fifth graders with a specific learning disability were significantly higher in districts using the Everyday Mathematics program. Additionally, the study examined the effects of least restrictive environment and testing accommodations for SLD students in EM districts as determined by the Ohio Mathematics Achievement Test (OMAT). Students spending a greater portion of their day in the regular classroom performed higher on the OMAT than students who received more instruction in the resource room. No difference was found between individuals taking the tests with accommodations or those assessed without accommodations. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]