In this dissertation in practice, the background of middle grades mathematics acceleration detailed why the organization benefited from a program analysis. Middle grades mathematics acceleration encourages students to take high school Algebra I in eighth grade so they can earn college-level math credits for free in high school. Often acceleration means skipping an entire grade level of math for a student and that scenario presents challenges for the teacher and student when intentional support is not provided. The problem of practice was urgent, actionable, feasible, and strategic in that the middle grades mathematics acceleration program at the school site in the Southeast of the United States of America served students who may have been incorrectly placed in the program or faced a placement bias and did not receive the opportunity to accelerate. Stakeholders, including district leaders, accelerated teachers, parents, and students, participated in the process of identifying areas of need to determine appropriate interventions for the program. As part of the change process, I developed a communication plan that detailed specific ways the stakeholders were consistently involved in the process of analyzing the mathematics acceleration program through the implementation of the intervention. I reviewed relevant research that identified many positive and negative attributes of mathematics acceleration programs. This study was framed by many theories and models that included Roger Kaufman's (1985) organizational elements model, Geary Rummler and Alan Brache's (1990) nine boxes model, and Thomas Gilbert's (1978) behavior engineering model. The nine boxes model and the organizational elements model supported the front-end analysis of the organization and environment, while the behavior engineering model incorporated the cause analysis. I conducted an analysis of the current mathematics acceleration program at the school site. The Human Performance Technology (HPT) model (Van Tiem et al., 2012) used in this study begins with an analysis of the organization including the organization's actual and desired states. Next the HPT model suggests that practitioners identify gaps in performance and the causes of those gaps. I determined interventions to close the gaps in performance and established evaluations to determine the effectiveness of the interventions. Change management and communication plans were utilized in planning and throughout the process to ensure all areas of the organizational system were considered and included. I identified the actual and desired states of the program using Likert-style and open-ended questionnaires to collect qualitative and quantitative data from the district leaders, administrator, accelerated teachers, parents, and students. I identified gaps in the actual and desired performance, explored potential causes of those gaps, and determined possible interventions to close the gaps in performance. To manage the program change, I developed a change management plan that followed Kotter's (1996) eight-step change model and I shared research regarding middle grades mathematics acceleration with stakeholders to create a sense of urgency and develop a core coalition (Fox & Keisling, 2016; Galli, 2018; Haas et al., 2019). My intentional and consistent communication with stakeholders was vital to the success of the project as the accelerated teachers, parents, and students shared valuable, internal perspectives of the program. I created an intervention plan which included restructuring the placement criteria to ensure qualified students were enrolled. I encouraged the collaboration of the district leader and school site administrator to contribute to and evaluate potential placement criteria supported by relevant research. A second mentoring program intervention encouraged collaboration among mathematics acceleration teachers yet was general enough to be applied to other subject area;departments in the future with long-term goals of improving the school culture regarding collaborative professional development. The development, implementation, and evaluation plans for the interventions are also included in this dissertation. The appendices provide job aids to support intervention development and implementation. The intervention's selection, design, implementation, and evaluation are discussed as opportunities for continuous improvement of the middle grades mathematics program and the organization's goals regarding increasing the number of qualified students in the program and improving the culture of continuing education for teachers to better serve those students through best practices, vertical alignment of standards, and the maximizing of instructional time and student engagement. Upon reflection, my personal, professional, and academic growth throughout the progress of this study expanded my view of the value of data-driven, positive communication, and change. I see the many subsystems involved in the mathematics acceleration program, the number of stakeholders impacted by the program, and the benefits of detailed planning to include methods and timelines of communication. Examining the relevant research validated many of my beliefs and concerns about mathematics acceleration. Separating my personal ideas of acceleration, I explored many models of performance improvement and analysis which expanded my professional lens, and I grew to value the impact data can have on specific, positive communication. The results of my study allowed the school site administrator to make informed decisions regarding the mathematics acceleration program, and the structure of my study provided insight from each stakeholder's perspective. This dissertation in practice aimed to discover opportunities for improvement of the middle grades mathematics acceleration program. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]