Statement of Purpose and Method of Study: The lack of student growth of students with disabilities as compared to students without disabilities in Mississippi continues to affect school districts in the effort to earn higher ratings on the Mississippi Accountability Model. This comparative quantitative study explored the relationship between the time of day, morning or afternoon, that students with disabilities received special education interventions in the resource room to the growth on the ELA and Mathematics MAAP statewide assessments between the 2017-2018 and the 2018-2019 academic school years. Convenience sampling occurred from the population of a rural school district in Mississippi. Chi-square tests of independence provided the statistical analysis measurements for the overall relationship exploration of time of day and growth. Chi-square tests of independence were also used for the statistical analyses for the subgroups of disability categories and grade levels. Findings and Conclusions: The statistical analyses revealed insignificant results between the student growth on the ELA and Mathematics MAAP assessments and time of day of interventions. Statistical analyses also revealed insignificant results between the student growth on the ELA and Mathematics MAAP assessments and time of day based on disability categories. Based on grade level, data analyses revealed statistical significance between growth on the ELA and MAAP statewide assessments and the time of day of intervention in the resource room in that the relationship is not independent. [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.]