This study set out to answer research questions about the design of CPR2, the implementation of CPR2 in middle school classrooms, and the potential of CPR2 to improve both students' and teachers' abilities to engage in mathematical generalization. This report examines measures the extent to which CPR2 activities improved teachers' and students' mathematical generalization skills and attitudes toward programming. In Year 3, observation data suggested that students without prior programming experience were able to successfully write simple Python programs as part of the CPR2 lessons. In interviews, teachers reported students improved their programming skills as a result of CPR2. Unfortunately, extensive attrition across the school year (over 80% of control students and 90% of treatment students did not complete outcome data collection) prevented the impact analysis from producing reliable findings regarding impact on either teachers' or students' mathematics generalization skills. This study was conducted during the COVID-19 pandemic, which likely contributed to attrition, general teacher stress, and limitations on class time devoted to CPR2. Further study will be needed to determine what conditions and lesson dosage would be required for teachers to adopt the intended pedagogy of CPR2 and realize its intended benefits. Additionally, more sensitive measures of generalization ability would strengthen a second impact study.