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ERIC Number: ED553690
Record Type: Non-Journal
Publication Date: 2013
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-9615-0
ISSN: N/A
Response to Intervention and Its Effects on Achievement of Students Who Live in Poverty
Guerin, Kimberly A.
ProQuest LLC, Ed.D. Dissertation, Northern Arizona University
The gap in achievement between students from different socioeconomic backgrounds continues to challenge educators. As schools with high poverty populations continue to struggle, many disadvantaged students are subsequently referred for special education services. Educators today are faced with the problem of disproportionality, an over representation of minority students in special education (Deninger, 2008). Many educators believe that struggling Title I students do not receive enough assistance and move quickly down he road into special education services by being labeled learning disabled (Matus, 2010). Finding a school improvement model that will help Title I students to achieve while addressing the problem of disproportionality has become absolutely critical. This study was designed to examine Response to Interventions' (RtI) impact on students' reading achievement in Title I schools. Furthermore, it examined the model's impact on the number of Title I students referred and placed into special education. It also examined teachers' perceptions about their changing role when RtI was implemented at their Title I school. Six Title I schools from two school districts in the Phoenix area participated in the study. Three of the schools implemented the RtI model. The other three were non-RtI schools. Using a multimethod approach, a quantitative method was used to specifically examine the RtI model and its effects on the reading achievement of students. Data was examined to determine if third grade Title I students in RtI schools achievement improved significantly verses third grade students in Title I non-RtI schools. Archival data regarding the number of students referred and evaluated for special education was gathered and analyzed from all six schools using an analysis of variance (ANOVA). The qualitative data regarding teachers' perceptions about their changing roles when implementing RtI was analyzed using a summary narrative method. [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/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona