This quantitative study explored how well the "Big Ideas Math (BIM)" curriculum helped third-grade students in Title I schools within the Polston School District (pseudonym) improve their math skills and high-stakes testing scores. Thirteen elementary schools were selected based on factors such as diversity, poverty rates, and academic performance. The study addressed 2019-2023 except for the COVID-19 year, 2020. Using the logic model and constructivism as the conceptual framework, the study assessed student progress through quarterly benchmarks and the SC READY exam. This analysis was performed using repeated measures and a one-way analysis of variance (ANOVA). The analysis showed progressions and regressions in math scores across schools and years, suggesting that "BIM" might impact student performance. The study determined a statistically significant difference in the SC READY scores. "BIM" could be influencing math proficiency, but it was noted that some schools experienced declining scores over time, which highlighted the importance of continually evaluating educational programs like "BIM" to ensure they meet district goals. While BIM helps students with math, ongoing monitoring and adjustments are crucial to address any issues and ensure it is effective for all third-grade students in Title I schools. This study added to the knowledge of how well "BIM" works as a curriculum and highlighted the need for evidence-based decisions in education. Implications of findings include continued monitoring, professional development, tailored school support, addressing test score fluctuations, expanding the research, and addressing academic gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]