The opportunity gap between Black and Brown students and their White counterparts in math performance is present in our middle school math classrooms. This opportunity gap creates an urgent need for educators to prepare middle school math teachers with the knowledge, skills, and dispositions needed to build the math content and math identity of marginalized students. In 2020 schools across our nations closed because of the COVID-19 pandemic. The pandemic impacted our students of color; states, districts, schools, and classrooms sought to find ways to counteract the impact the pandemic had on our educational institutions and marginalized students in mathematics. In response to the impact of the pandemic on our marginalized students, a team of 34 content developers and advisors designed "A Pathway to Equitable Math Instruction" to be used as a toolkit to assist teachers in planning math curricula and reflect on anti-racist math practices. The toolkit is based on research suggesting that culturally responsive practices are necessary for the academic development of marginalized students. This mixed method program evaluation aimed to determine the impact "A Pathway to Equitable Math Instruction" had on students' academic performance and math identity. The qualitative data confirmed that all participants did not implement the program with complete fidelity as teachers described the challenges in attempting to fully implement the program. Quantitatively, an ANCOVA yielded results that showed math performance scores did not show a significant difference in treatment (students in 2022-2023 receiving the program) and comparison groups (students in 2021-2022 not receiving the program). The ANCOVA also yielded no significant difference in program effect on students' math identity. [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.]