**Brief Description** The Foundations for Success project will enhance elementary mathematics teacher effectiveness through large-scale implementation of an evidence-based, mathematics teacher professional-development program called Cognitively Guided Instruction (CGI). The project activities are designed to achieve the following goals: (1) Provide CGI professional development in mathematics for 2,790 elementary teachers in Florida over the course of five years, (2) Increase teachers’ knowledge of mathematics and student learning progressions, (3) Increase teachers’ implementation of evidence-based practices in math instruction, (4) Increase students’ mathematics achievement with a focus on traditionally underserved and underrepresented students by enhancing CGI to meet their needs. (5) Establish structures to support teachers’ sustained implementation of high-quality mathematics instruction in Florida beyond the grant award period. Over a five-year period, the Foundations for Success project will provide evidence-based professional development in mathematics for 2,790 elementary teachers and 120 elementary school principals. Through these educators, the program will impact more than 142,312 students in urban, suburban, and rural settings during the five-year period and numerous additional students in subsequent years through the continued work of these teachers. Working with an advisory board with extensive expertise and experience supporting equity and excellence in mathematics, the Foundations for Success program will integrate evidence-based practices in early mathematics, fractions, and problem solving with promising practices for teaching historically underserved and underrepresented students (and their teachers) in mathematics. The program evaluation design will use several complementary methodological approaches, including (1) a mixed-methods evaluation of implementation to determine the extent to which the program is being implemented as intended, (2) a multisite cluster-randomized trial to support causal inference regarding the impact of the program on key teacher and student outcomes, and (3) an exploratory study investigating factors in classroom instruction that mediate the impact of the CGI intervention on student achievement. **Support** This project was supported by a grant from the U.S. Department of Education through the Supporting Effective Educator Development program. **Grant Award Number(s)** U423A180115 **Key Personnel** Robert C. Schoen, Ph. D. (PI); Walter Secada, Ph. D. (Co-PI); , Linda Levi, Ph. D .; Amanda Tazaz, Ph. D. **Timeline** 2018–2023 ---------- <img src="https://i.ibb.co/3TmYGTg/schoen-research-logo-FINAL.jpg" alt="schoen-research-logo-FINAL" border="0" /> <img src="https://i.ibb.co/mHR2sDb/fcr-stem-logo.jpg" alt="fcr-stem-logo" border="0">