Purpose: The purpose of this journal-ready dissertation was to determine the degree to which differences were present in mathematics achievement between Grade 4 students enrolled in charter elementary schools and Grade 4 students enrolled in traditional elementary schools. In the first article, the extent to which differences existed in mathematics achievement between all Grade 4 students enrolled in charter elementary schools and traditional elementary schools in Texas was determined. In the second study, the degree to which differences were present in mathematics achievement between Grade 4 Black and Hispanic students enrolled in charter elementary schools and Black and Hispanic students enrolled in traditional elementary schools was addressed. In the third study, the extent to which differences were present in mathematics achievement in Grade 4 students who were economically disadvantaged and who were enrolled in charter elementary schools and students who were economically disadvantaged and who were enrolled in traditional elementary schools was examined. Specifically, the extent to which the differences in passing standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) were present in Grade 4 STAAR Mathematics between students enrolled in charter elementary schools and students enrolled in traditional elementary schools was determined. Additionally, three years of data were analyzed to determine if a trend in the levels of passing standards (i.e., Approaches Grade Level, Meets Grade Level, and Masters Grade Level) in each school-type (i.e., charter and traditional) was present. Method: A causal-comparative research design was present for all three studies. Archival data were collected for the 2015-2016, 2016-2017 and 2017-2018 school years obtained from the Texas Education Agency. Findings: Grade 4 students in traditional schools meet the STAAR Mathematics performance indicators at statistically higher percentages than Grade 4 students enrolled in charter schools. Both charter school and traditional school performance in all indicators increased over the three years of data that were analyzed. Of note was that charter schools did not have better performance than traditional schools. Results for all three school years were commensurate with the existing research literature. Implications for policy and for practice, as well as recommendations for future research, were provided. [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.]