A PROGRAM EVALUATION OF CLASSWORKS™

North Carolina has increased the math course requirements for graduation and the rigor of standards students are expected to master at each grade level. Richmond County School students have consistently lagged behind the state average on the North Carolina End-of-Grade assessment in grades three through eight, an assessment used to determine grade level proficiency. The district implemented Classworks™, an intervention program designed to improve grade level proficiency for students who participate in the program. This dissertation is a Problem of Practice designed to inform the district of the impact of Classworks™ on proficiency levels of elementary and middle grades students. Because a comprehensive evaluation had not been conducted by the school district, the need was essential. Due to limited budgets, it is vitally important for the district to be frugal when determining resources for improving academic achievement.\r\n The study utilizes qualitative and quantitative data that are both descriptive in nature. The qualitative data provides insight to the fidelity by which the program was implemented in the schools, a factor that can have a substantive impact on the results. Proficiency levels on the math end-of-grade assessments provided the quantitative data. As a result of analyzing test scores, it was determined that the program appeared to have a positive impact on student achievement for the 2011-2012 school year. Due to a change in state standards and the end-of-grade assessment, test scores across the state dropped significantly for the 2012-2013 school year\; therefore, the use of this data was invalid when determining the impact of Classworks™ for this particular school year. Fidelity of program implementation varied widely among the schools impacting the outcome of the program. \r\n The overarching recommendation focuses on the fidelity of implementation. Developing specific guidelines that are adhered to by each school will provide structure and a means for obtaining sufficient data for monitoring. Other recommendations include providing consistent and continuous professional development for administrators and teachers, directly involving teachers to monitor student progress and assist in designing the individualized program for their students, and developing an on-going monitoring and evaluation plan that will ensure the effectiveness of the program