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The purpose of this quantitative study was to examine the difference in End-of-Grade (EOG) mathematics scores for students in grades 3 through 8 in North Carolina before and after the implementation of daily mixed math practice to develop student math fact fluency and automaticity. This study employed a quantitative, quasi-experimental, comparative design comparing dependent and independent variables. It utilized a retrospective descriptive approach with existing and publicly available North Carolina School Report Cards data 2021/22, 2022/2023 and 2023/2024 for two North Carolina public schools. By analyzing pre- and postimplementation data, this study sought to determine whether the introduction of consistent, varied daily math practice had a statistically significant difference in student achievement in mathematics as measured by EOG assessments. This study serves to expose any gaps or shortcomings in online curricula which require compensation in order to offer cohesive and comprehensive instruction. Analysis of the collected data using a paired two-tailed t-test produced a low p-value which rejected the null hypothesis. The EOG scores were entered into Excel to perform a t-test. The results produced a t-score of 23.0, p-value of 0.0277, df 1 (since 2 pairs → n−1n-1n−1). With p≈0.028<0.05, there is a statistically significant difference between Group 1 (without daily mixed math practice) and Group 2 (with daily mixed math practice). Future research recommendations include individual student assessment data analysis, pre- and post- implementation of daily mixed math practice. The correlation of student self-efficacy and growth mindset after mastering math fact fluency and automaticity due to daily mixed math practice should also be explored.