School-Wide Effects of Implementing Response to Intervention in Virginia Middle Schools
Abstract
The purpose of this study was to measure the association between school-wide student achievement on the English and mathematics Standards of Learning (SOL) tests and the degree of implementation and length of time implementing Response to Intervention (RTI) in Virginia middle schools. Recognizing that RTI is a complex process (Fuchs and Deshler, 2007; Mellard, Frey, and Woods, 2012; Mellard, McKnight, and Jordan, 2010; VanDerHeyden, Witt, and Barnett, 2005), some middle schools may experience uneven degrees of implementation in their attempts to adopt the RTI model (Mellard, Frey, and Woods, 2012). Principals serving grades 6 through 8 exclusively in Virginia were surveyed using an adapted version of the Self Assessment of Problem Solving Implementation (Castillo, J., Batsche, G., Curtis, M., Stockslage, K., March, A., and Minch, D., 2010), a Likert-like scale, to determine the degree of RTI implementation and the length of time the school had been implementing RTI. The school's implementation score and the number of years the schools had been implementing RTI were regressed against the school's school-wide scaled scores on the Standards of Learning (SOL) tests in English and mathematics. Analysis of the association between Response to Intervention implementation levels and the number of years a school had implemented Response to Intervention failed to reveal significant findings on student achievement in reading. RTI implementation levels showed a significant negative association with mathematics SOL scaled scores in the participating middle schools.
Collections
- Doctoral Dissertations [14973]
Related items
Showing items related by title, author, creator and subject.
-
The perceptions of public school principals from schools of different levels of quality about the influence that desegregation, supplementary financial assistance, magnet school thematic activities, and increased educational opportunities have on the quality of education in schools
Lerch, David K. (Virginia Tech, 1994-11-15)This case study determined whether there was a difference in perceptions among principals from different quality schools about the influence desegregation, supplemental financial assistance, magnet thematic activities, and ... -
School Integration: A Case Study of the 1971-1972 School Year at Indian River High School
Fowler, Lee V. (Virginia Tech, 1997-07-31)This dissertation is a case study of the initial year of integration at a predominantly white southern high school. The school's racial configuration changed from approximately 10% black to approximately 35% black in ... -
Examining the Use of Federal School Improvement Grant Funds and Academic Outcomes in Schools Denied Accreditation and Priority Schools within the Commonwealth of Virginia
Bassett, Stephanie Diane (Virginia Tech, 2015-04-21)The purpose of this study was to examine how federal School Improvement Grant (SIG) funds were allocated and what differences existed between allocation patterns and overall student achievement outcomes as measured by ...