Date of Award
12-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Kevin W Eakes
Committee Member
Dr. Noelle A Paufler
Committee Member
Dr. Anne Marie Rogers
Abstract
This study investigated the relationship between the Ongoing Assessment Project (OGAP) professional development and the fidelity of implementation of the Illustrative Math Middle School curriculum in Roseland County School District. The district adopted Illustrative Math in 2016; however, many teachers either implemented it inconsistently or used only select components. While prior research has demonstrated that OGAP training can improve student outcomes on standardized assessments in large urban districts such as Philadelphia, little is known about its impact on teachers’ use of high-quality curricula such as Illustrative Math.
The study addressed three guiding questions: (1) How does participation in OGAP professional development impact teachers’ comfort and effectiveness in implementing Illustrative Math? (2) To what extent does OGAP training enhance teachers’ mastery of mathematical content, as reflected in their ability to apply and explain concepts? (3) Do teachers who participate in OGAP training increase their use of formative assessments, particularly through Illustrative Math “cool-down” problems?
Data was collected through teacher surveys, interviews, and Google Forms designed to capture teacher beliefs, content knowledge, and instructional practices before and after OGAP training. Analysis focused on shifts in curriculum use, instructional strategies, and formative assessment practices.
Findings revealed that participation in OGAP did not lead to a greater use of Illustrative Math; in fact, teachers reported a decline in curriculum use following professional development. However, the study identified positive changes in instructional practice, most notably an increased use of visual models to support student understanding. These results suggest that while OGAP may strengthen specific pedagogical skills, it does not necessarily translate into improved fidelity of curriculum implementation.
The study highlights the complexity of supporting teachers in adopting and sustaining the use of high-quality instructional materials. Recommendations for future research include the use of professional learning communities for teachers, as well as training math coaches and school leaders in effective math instruction.
Recommended Citation
Smilowitz, Rachael, "Math for the Real World: Implementing a Standards-Based Math Curriculum With a Focus on Formative Assessment" (2025). All Dissertations. 4140.
https://open.clemson.edu/all_dissertations/4140
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Junior High, Intermediate, Middle School Education and Teaching Commons