This study was designed to determine whether or not data driven math skills groups would be effective in increasing student academic achievement. From this topic three key questions arose: "Would the implementation of data driven math skills groups improve student academic achievement more than standard instruction as measured by the CST?", "Would the implementation of data driven math skills group result in at least 70% of the students improving a performance band from the pretest to the posttest?", and "Is there a correlation between an increase in test scores and attendance during the intervention period?" The participants that were involved in this study were 203 fourth grade students. The methodology used for this study was quasi-experimental due to the fact there was not a traditional control group available. The results were that students did show improved academic achievement after participating in the data driven math skills groups and that the null hypotheses for research questions one and two could be rejected. However, there wasn't sufficient evidence to reject the null hypothesis for research question three. As a result of the data gathered throughout the study it was concluded that the implementation of data driven math skills groups does in fact increase student academic achievement and was a benefit to the students and staff involved in this study. [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.]