The overarching goal of this quantitative study was to determine if there were significant differences in the Louisiana Education Assessment Program (LEAP 2025) achievement scores of Algebra I students before and after attending summer remediation. The sample size consisted of 581 freshman students from the 2016-2017, 2017-2018, 2018-2019, and 2021-2022 school years. LEAP 2025 achievement data were obtained from three rural high schools in Louisiana. Data were analyzed to determine if there was a significant difference in the scores after remediation. Analyses were also conducted to investigate if there were significant differences in the growth scores according to student race and gender. Results confirmed statistically significant differences in scores after remediation as well as differences in the scores when accounting for race and gender. [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.]