The central purpose of this dissertation was to examine the difference in achievement levels between one- and two-way feedback between the student and teacher and the impact it has on achievement levels in a northeastern Texas school district. Effective feedback from the teacher had shown to improve student outcomes in mathematics on a regular basis, but would two-way feedback increase student achievement more if students had a voice in their learning experience? The study compared math achievement scores of students that had experienced one way feedback and students who had experienced two-way feedback in the math classroom. The main research question of the study was to determine if there a significant mean difference in student mathematics achievement in a cohort of students learning Algebra I content that participated in two-way feedback compared to the cohort that received only one-way feedback. Student participants were made up of 145 middle school students that were enrolled in an Algebra I course in a Northeastern Texas public school district in the 2020-2021 school year. Scores were significantly higher for students who participated in two-way feedback than for students who received only one-way feedback. Two-way feedback is a relatively newer practice in education. Teachers could possibly benefit from professional learning regarding the implementation of two-way feedback and also being coached through the learning cycle and evolution of practice. Students could also possibly benefit by learning how to offer constructive criticism and to provide effective feedback to peers and adults as valued members of society. [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.]