Early mathematical learning for students that exhibit typical gifted characteristics, including precocity and sophisticated math ability, should have opportunities to expand their thinking capacities through enrichment and/or advanced coursework that allows them to reach their full potential. Effective programming interventions allows for increased achievement, and early exposure to educational opportunities for advanced learners supports gifted/talented/advanced learners to build a foundation for academic achievement, and are formative for establishing academic success. The purpose of this quantitative study sought to determine measured growth in an educational intervention and level of effectiveness with young mathematically high-ability children in grade 2. The basis for this study was to examine the impact for mathematically high-ability second grade students who received gifted curriculum math provisions in enrichment coursework. The researcher employed a single-subject experimental design using second grade performance growth measures on NWEA Math MAP performance scores from two schools that participated in second grade gifted coursework enrichment in math (treatment group) with select second grade students, and two demographically matched schools that did not participate in gifted enrichment coursework in math (non-treatment group) within the same target school district. In particular, a t-test was employed for each of the four schools. The data from this study indicated that students' performance showed growth when applying the pull-out advanced/enrichment math program for highly able second grade math students. [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.]