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ERIC Number: ED527613
Record Type: Non-Journal
Publication Date: 2010
Pages: 205
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-9080-7
The Impact of the Academic Component of Response to Intervention on Collective Efficacy, Parents' Trust in Schools, Referrals for Special Education, and Student Achievement
Pennycuff, Lisa Lee
ProQuest LLC, Ed.D. Dissertation, The College of William and Mary
The purpose of this study was to determine the implementation status of Response to Intervention (RtI) in the elementary schools (N = 35) in one urban school district in Virginia. The relationship between the implementation of the academic components of RtI, collective efficacy, parents' trust in schools, the number of referrals for special education, and student achievement was also investigated. The factor analysis revealed that RtI for Academics included Universal Screening, Effective Instruction/Tiered Interventions, and Progress Monitoring. Family Involvement was determined to be a separate construct made up of two factors, Family Engagement and Physical Presence. The implementation status of this district indicated that the schools were between early and full implementation of RtI for Academics. RtI for Academics was found to be significantly correlated with teachers' perceptions of the impact of RtI on the reduction of the number of referrals for special education (r = 0.41, p less than 0.05) when controlling for the socio-economic status of the students. The district mean score for Family Engagement indicated that parents are engaged in their children's education. Parents' responses regarding their Physical Presence in the schools ranged from neutral to agree. In this study, Family Engagement was found to be significantly correlated with Physical Presence, collective efficacy, and parents' trust in schools. Parents' Trust was found to be made up of four factors: (1) Trust in the Teacher, (2) Trust in Administration, (3) Trust in High Standards, and (4) Trust in School Safety. Finally, the Multiple Regression revealed that these variables when found collectively in schools explain 27% of the variance in student achievement. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia