First Advisor

Chris Borgmeier

Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Special and Counselor Education

Department

Special Education

Language

English

Abstract

This study used improvement science to address persistent and disproportionate low mathematics achievement among middle school students, particularly Black/African American and Hispanic students, in an urban school district in the Pacific Northwest. Local data indicated significant deficiencies in math proficiency, with the target district exhibiting achievement disparities exceeding state averages. The project investigated root causes of low math achievement, prioritizing the enhancement of foundational math skills and the implementation of evidence-based interventions. The improvement theory centered on deploying an evidence-based core math curriculum and intervention program for incoming middle school students, tested through cycles during a four-week summer school program. These cycles evaluated the effectiveness, acceptability, and feasibility of three distinct interventions among 28 incoming sixth-grade students performing well below benchmark. The study assessed the implementation of interventions and early content exposure using the core curriculum Amplify Desmos for geometry instruction and two 30-minute personalized e-learning math interventions for numbers and operations: i-Ready Personalized Instruction and IXL Personalized Learning. The improvement cycle contributed to narrowing the achievement gap and increasing students’ confidence as they entered middle school. Additionally, the study identified effective intervention strategies that could be scaled for implementation during the academic year.

Rights

© 2026 Andre Goodlow. Licensed under CC BY-NC-ND 4.0

Comments

A Dissertation in Practice submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Special Education.

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