Investigating the Impact of Response to Education on Middle School Students
The purpose of this quantitative study was to examine the impact of Response to Intervention (RTI) on the Reading and Math MAP scores of 2,339 Tennessee middle school students. A theoretic framework served as a problem-solving model, and an Independent Samples t-Test was used to analyze ex post facto data from MAP scores. Findings indicated a statistically significant difference in the comparison of Reading MAP scores for county wide middle school grade levels sixth to seventh from 2017-2018, seventh to eighth from 2018-2019, overall from fifth to eighth grade from 2016-2019, and Math MAP scores for grade levels fifth to sixth from 2016-2017, sixth to seventh from 2017-2018, and overall from fifth to eighth grade from 2016-2019. No statistically significant difference resulted from the comparison of Reading MAP scores from grade levels fifth to sixth from 2016-2017, or Math MAP scores from seventh to eighth from 2018-2019. The results of this study indicate overall statistically significant progress in MAP scores as a result of students taking part in an RTI program, and provide guidance to Directors, Board of Education members, educators, principals, and policy makers considering the implementation of an RTI program, and striving to successfully prepare students for the future.
Educational administration|Educational leadership
Melody J Smith,
"Investigating the Impact of Response to Education on Middle School Students"
ETD Collection for Tennessee State University.