The purpose of this quantitative, causal-comparative study was to determine if and to what extent there was a statistically significant difference in students' Algebra I or Algebra II AzMERIT standardized proficiency rates in non-charter public high schools that implement digital curriculum compared versus those that implement traditional curriculum in Arizona. Vygotsky's sociocultural theory and Wiggins and McTighe's understanding by design model were used as the framework for this study. Two research questions focused on whether or not there was a statistically significant difference in students' Algebra I or Algebra II AzMERIT standardized test proficiency rates in schools that implement digital curriculum compared to those that implement traditional curriculum. Two sample groups (149 Algebra I schools; 147 Algebra II schools) were included in this study which used publicly available archival data. Data were analyzed using the Mann-Whitney U test. Median AzMERIT proficiency rates were statistically significantly different between the Algebra I digital (Mdn = 42) and traditional (Mdn = 28) curriculum groups, U = 1923.5, z = -2.840, p = 0.005, as well as the Algebra II digital (Mdn = 44) and traditional (Mdn = 36) curriculum groups, U = 1899, z = -2.704, p = 0.007. The results of this study suggest statistically significant differences in AzMERIT proficiency rates for schools that use digital curriculum compared to schools that use traditional curriculum. [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.]