Date of Conferral

6-5-2025

Date of Award

June 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Anissa Harris

Abstract

The problem addressed in this study was that the GoMath! curriculum implemented in 2016 by St. Anne Middle School’s (a pseudonym) administration to support Grades 6-8 student mathematics learning had not been evaluated to determine its effectiveness. Guided by Stufflebeam’s context, input, process, and product (CIPP) evaluation model, the purpose of this project study was to evaluate if the GoMath! curriculum was effective in supporting Grades 6-8 students’ mathematics learning. This program evaluation assessed the curriculum across four CIPP dimensions: context (alignment with standards), input (teacher support and professional development [PD]), process (student engagement), and product (academic outcomes). Document analysis of curriculum documents, state and local standards, PD records, observation notes, activity logs, and assessments was conducted. Additionally, two school administrators were interviewed, and all six math teachers completed a self-designed questionnaire. Data were coded and thematically analyzed to capture different aspects of the program implementation that affect student learning. Findings indicated curricular-standards misalignments, inconsistent curriculum usage, and a need for systematic support and resources. Recommendations include structured curriculum-standards alignment, an emphasis on the fidelity of the GoMath! program implementation and ongoing PD, and the development of mathematics professional learning communities as well as iterative program monitoring and evaluation. These findings may promote positive social change by improving program effectiveness for teachers and students thereby supporting student engagement and learning.

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