Since 2014, the Wake County Public School System has implemented single subject acceleration (SSA) as a way to provide students with access to advanced mathematics courses. This report includes three main findings related to the implementation and impact of SSA. First, a disproportionately large percentage of male, Asian and academically/intellectually gifted students were nominated, qualified and accelerated compared with their female, Black and Hispanic/Latino counterparts. Second, roughly two-thirds of students who qualified for SSA in mathematics actually proceeded to take the accelerated course. Third, near the qualifying cutoff score, accelerated students performed similarly to their non-accelerated counterparts, suggesting that SSA had no significant achievement effects--positive or negative--for students who were accelerated. We recommend that staff expand the visibility of SSA in order to inform more diverse populations, identify potential causes of non-acceleration among qualifiers, explore options for assessing content-level mastery, and maintain the 80% qualifying CASE [Collaborative Assessment Solutions for Educators] score for SSA mathematics.