Degree Date

6-2026

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Amanda Sheets

Abstract

Mathematics proficiency has remained a persistent national challenge, with many students failing to meet grade-level expectations. This mixed-methods program evaluation examined the effectiveness of mathematics intervention strategies within Multi-Tiered Systems of Support (MTSS) for students in Grades 3–8. Guided by utilization-focused evaluation, the study explored educator perceptions, implementation practices, and system-level challenges. Quantitative data were collected through an anonymous survey (n = 19), and qualitative data were obtained from one semi-structured interview. Descriptive statistics and inductive coding were used for analysis, with extant data providing contextual support. Findings indicated that small-group instruction was perceived as highly effective; however, inconsistencies in implementation fidelity, progress monitoring, and professional development limited overall impact. The results suggested that MTSS effectiveness depends on coherent implementation and data-driven practices. Implications include the need for standardized protocols, targeted training, and strengthened use of data to support equitable mathematics outcomes.

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