The purpose of this causal-comparative study is to investigate the influence of an individualized computer-based program on student academic growth in mathematics over one school year. One hundred and eighty eight kindergarten students in a suburban setting participated in the Northwest Evaluation Association (NWEA) Measures of Academic (MAP) assessment. The MAP assessment is a computer adaptive online assessment that is administered three times a year in the content areas of reading and mathematics. After the student completes the assessment, he or she receives an overall mathematics score and an overall reading score. These scores represent each student's mastery level of academic skills. Compass Learning®, a longtime partner of NWEA, works in conjunction with this assessment tool. Compass Learning takes the results of a student's performance on the NWEA and generates an individualized, computer-based learning path in the program for that student. The current study will utilize a repeated measures analysis of variance (MANOVA) to evaluate the effect on student achievement levels. Achievement levels will be based on the initial NWEA Math score (high, average, low), the time level per total time spent (high amount, average amount, and low amount), and time of test (fall 2013, winter 2013, and spring 2014) on the NWEA-MAP Math scores. [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.]