Harmony Creek Middle School administration has become concerned with math test score over the past several years and has examined the structure of the program in an effort to address the situation. Professional development activities for the three teachers’ currently teaching math classes have been provided and a restructuring of the teaching methodology has been proposed as a possible solution to the problem. At present two of the math teachers use a standards based instructional method with the third teacher using a more traditional method. This paper will attempt to address the different teaching methods along with gender, ethnicity, and socioeconomic status and in what manner these factors apparently affect the math scores within the school. It should be noted that this research is very limited in nature and further research is called for in this subject. It should also be noted that with the limited data available and with the methods of compiling the statistics that there are possible errors within the conclusions. An analysis of data covering several years would possibly be a better indicator of the identified issues and could produce different results.At present there is some favor to standardize the teaching methods within the school to provide more consistent instruction of the math program. Differing opinions as to efficiency of traditional teaching methods versus standards based instruction exist. Opinions to the concept of grouping students by ethnicity and by abilities within ethnic groups are also a subject of some contention to the staff.