This study evaluated the effectiveness of faithful use of Imagine Math, a computer adaptive math intervention for elementary students in grades three through five. To achieve this objective, the researcher compared the math achievement growth as measured by the NWEA MAP math assessments from fall 2021 to spring 2022 between the treatment group and the control group. The treatment group utilized Imagine Math for a minimum of 720 minutes and the control group used Imagine Math for less than 720 minutes. In addition, the researcher examined differences in achievement growth based on student characteristics, which include gender, English learner (EL) status, and free/reduced lunch (F/R) eligibility. To accommodate these objectives, the researcher matched the treatment and control groups based on the aforementioned variables. Recognizing the impact of Imagine Math use on the achievement growth of the various groups can help schools make more informed decisions about purchasing the Imagine Math program and could potentially target specific users. The study showed a significant difference in math achievement growth between the treatment group and the control group. The treatment group's math growth scores were higher than the control group by 2.87 RIT points with a p-value of 0.022. The analysis of subgroups of gender and EL status showed no interaction effect; thus, demonstrating that regardless of gender or EL status the treatment effect is the same. However, results did indicate an interaction effect for students on free and reduced lunch eligibility (F = 4.324, p = 0.036). The mean growth for students who were not eligible for free/reduced lunch (M = 11.68. SD = 13.490) was greater than the mean growth of students who were eligible for free/reduced lunch (M = 5.93, SD = 15.608). The results of this study are intended to help district leaders make decisions about the use of online learning programs and guide schools to investigate which students are most likely to benefit from the Imagine Math platform. While other studies have explored the impact of online learning programs, this study focused specifically on the use of Imagine Math for third through fifth grade students in a northwest suburban school district. To generalize these findings to a broader audience further research must be conducted. The author of this study has made recommendations for educators and future research. [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/en-US/products/dissertations/individuals.shtml.]