Response to Intervention and Title I Public Elementary School Students’ Instructional Reading Level Scores
Purpose. The purpose of this quantitative quasi-experimental study was to focus on the difference of Instructional Reading Level (IRL) scores in Title I public elementary school students, before and after Tier II Response to Intervention (RTI) was implemented. Theoretical Framework: This study was applied theoretically to Vygotsky’s sociocultural theory of cognitive development. Methodology. The specific aim of this quantitative study was to determine whether there was a significant difference and effectiveness (through the lens of public administration), when Tier II RTI was applied for the 2018-2019 school year to Title I public elementary school students as determined by their IRL scores. This study includes a secondary analysis of Title I public elementary school students’ IRL scores from school district-provided data. Findings. There was a significant difference in pre- and post-IRL scores, when Tier II RTI was provided to Title I public elementary school students. Title I public elementary school students who received Tier II RTI instruction for 6 consecutive traditional school months, scored 1 year higher on average, from their IRL pretest score to the IRL posttest score. Conclusions and Recommendations. Based on the researcher’s current findings, Tier II RTI was found to be largely effective in Title I public elementary school students’ IRL scores. Research can be expanded in the future by including Tier II RTI in Title I public elementary schools throughout the country to see if results can be replicated or even improved elsewhere.
A dissertation submitted in partial fulfillment of the requirements for the degree Doctor of Public Administration
Public administration, Education