This quantitative study examined the impact of a multi-subject double-dose STEM intervention on the academic achievement of underprepared 9th-grade males. The intervention consisted of heterogeneously grouped core classes of Algebra 1 and biology accompanied by a second multi-subject (Algebra 1 and biology) support class. This nine-week study did not show a statistically significant difference in the biology and Algebra 1 first-quarter averages of the students who received the intervention compared to students who received a general study skills class or no intervention. However, students who received the intervention had lower first-quarter failure rates in biology and Algebra 1. This group also had more students with first-quarter biology averages of B or higher. This result may be due to the biology teachers who helped teach the support class and stressed topics that were interesting and relevant to male students. Regarding Algebra 1, the general study skills class had a greater impact on the first semester averages and the percentage of students earning a B or higher. These results show the importance of stressing noncognitive supports related to academic discipline when remediating Algebra 1. Future studies should focus on a more deliberate integration of research-based noncognitive supports for males into the multisubject support class. [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.]