The study's focus was to determine whether or not there was a significant statistical relationship between improved student performance scores from the Education Program for Gifted Youth (EPGY) Stanford Math Intervention Program and Discovery Formative Assessment mathematics mean scores of female middle school students. An additional focus of the study was to determine whether or not there was a significant statistical relationship between school climate and Discovery Formative Assessment mathematics mean scores of female middle school students. Three distinctively different sets of data were used in this ex post facto research study. Data from the Education Program for Gifted Youth (EPGY) Stanford Math Intervention Program contained two parts: average numerical percent correct for each class and the number of participation minutes. Participants were engaged in the interventions during their mathematics classes and during pull-out intervention sessions during the regular school day. Data (indicated by scores for Discovery Formative Assessment and Ratings for Climate Survey) from the district's Climate Survey and Discovery Assessments were also analyzed throughout the duration of the research study. The data sets were gathered from the Research, Evaluation, and Assessment Office through the urban school district. The primary method of analysis for this quasi-experimental study was quantitative. The researcher examined numerical data from student performance on identified mathematics standards from two mid-sized, urban, Title I, public middle schools. The findings of this research study revealed that there was a significant statistical relationship between improved student scores from the Stanford Math Intervention Program and the Discovery Formative Assessment mathematics mean scores of the middle school female students participating in the program. There was a statistical relationship but not significant relationship between Discovery Formative Assessment mathematics mean scores and the students' responses to climate and culture of their learning environment. The overall results of the study indicated that although a significant statistical difference was found in only one independent variable, both variables collectively may have impacted the positive improvements in the participants' Discovery Formative Assessment mathematics mean scores. [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.]