USING IMPROVEMENT SCIENCE TO EXAMINE THE EFFECTS OF THE EUREKA MATH ON TEACHER PERCEPTIONS AND STUDENT ACHIEVEMENT IN GRADES 3–5

This Improvement Science Dissertation in Practice (ISDiP) investigates teacher perceptions of implementing Eureka Math TEKS Edition in grades three through five within a rural Central Texas district and the resulting impact on student achievement. The study employed a mixed methods design incorporating surveys, observations, and performance data collected over two academic years (2023-2025). Participants over the two years included 16 teachers, one instructional coach, and one principal at a campus of approximately 500 students in grades three through five. Teacher perceptions were analyzed to understand factors influencing curriculum fidelity, instructional practices, and classroom implementation. Concurrently, student mathematics performance was monitored to examine the relationship between teacher implementation and learning outcomes. Findings revealed that structured approaches to professional learning through weekly lesson internalization protocols improved teacher confidence and fidelity of curriculum implementation. Trends in student achievement showed growth in the percentage of students scoring “Meets Grade Level” on STAAR in each grade level. The implications for this study underscore the importance of sustained, job-embedded professional learning, collaborative PLC structures, and systematic feedback loops for enhancing high-quality instructional materials implementation. The results suggest that intentional coaching, data-informed reflection, and ongoing evaluation practices can improve teacher efficacy and promote measurable gains in mathematics achievement.