My sincere gratitude goes to my advisor and chair, Dr. Helen Hyun, for her patience and steadfast encouragement. Many thanks to Dr. Uri Treisman whose broad knowledge and incisive questions immeasurably enriched this endeavor. Thanks as well to Dr. Barbara Illowsky for her interest in precision and for her confidence in me. And to Dr. Robert Gabriner with whom I first investigated mathematics success rates years ago, thank you for encouraging me to look deeper. To my incredible spouse, Adrina Phipps, thank you for cheering me on, for keeping me focused, and for sustaining me throughout the entire process. To family, friends, and colleagues who supported me during this work: thank you. Special thanks go to my parents Milton and Helene Mery who taught me to value learning and service to community; to Drs. Leslie Minot, Theresa Tensuan-Eli, and Annette Daoud who showed me it could be done; and to Sensei Keiko Fukuda who taught me what it means to love your students. Finally, to the anonymous instructor whose classroom is the subject of this study, your graciousness, vulnerability, and dedication constantly humbled and inspired me. And
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