The most recent nationwide math scores for 13-year-olds in the US dropping to the lowest level in decades, including Alabama's placement at the bottom, as revealed by the 2019 nationwide NAEP assessment, highlight the urgent need to improve mathematics standards in Alabama and all states. The shortage of math teachers, absenteeism, and the lingering effect of the pandemic have been identified as the primary contributing factors to the decline, significantly impacting PreK-12th grade students. Pre-pandemic, mathematics has consistently posed challenges for students in the US educational system. The pandemic has further exacerbated these difficulties, with underrepresented groups and under-resourced schools experiencing the greatest struggles. The resulting "unfinished learning" from past years has alarming implications, as today's students may face earning $49,000 to $61,000 less over their lifetimes, ultimately costing the US economy $128 billion to $188 billion annually, due to their lack of essential skills, behaviors, and mindsets required for workplace success. Research has shown that underrepresented populations have shown a strong affinity for computer devices. This research adopts a quantitative method and focuses on providing support for "accelerated learning" in the state of Alabama. To address these challenges, an online math learning framework called the Learning Explorations Accelerated Program (LEAP) was developed. The LEAP framework aligns with the "2019 Alabama Course of Study: Mathematics," which sets rigorous expectations for all students while incorporating revisions aimed at effectively meeting the requirements of both students and teachers in Alabama's public schools. Notably, the LEAP framework can be easily adapted to align with other state standards and the Common Core State Standards. By implementing the LEAP framework, which promotes accelerated learning, this dissertation seeks to enhance students' mathematical proficiency, bridge learning gaps, and equip them with the necessary skills to succeed academically and in future workplaces. The study aims to contribute to the field of mathematics education, providing insights and recommendations for educators, policymakers, and stakeholders to effectively address the challenges faced in mathematics instruction and support the holistic development of Alabama's students. [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.]