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Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000

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Title: Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000
Language: English
Authors: Balu, Rekha, Zhu, Pei, Doolittle, Fr, Schiller, Ellen, Jenkins, Joseph, Gersten, Russell, National Center for Education Evaluation and Regional Assistance (ED), MDRC
Source: National Center for Education Evaluation and Regional Assistance. 2015.
Availability: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Peer Reviewed: Y
Page Count: 308
Publication Date: 2015
Contract Number: ED04CO0111/0003
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Education
Primary Education
Early Childhood Education
Descriptors: Response to Intervention, Elementary School Students, Reading Instruction, Comparative Analysis, Incidence, Program Implementation, Program Effectiveness, Primary Education, Reading Achievement, Student Placement, Small Group Instruction, Reading Difficulties, Educational Policy
Abstract: Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1-3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. The following are appended: (1) Members of the Technical Working Group; (2) Data Collection; (3) Survey Sample Definition, Coding, and Analysis; (4) Schools' Decision Rules and Data Used for the Impact Analysis; (5) Estimation Methods; (6) Validity of the Regression Discontinuity Design; (7) Sensitivity of the Main Impact Findings; and (8) Exploratory Analyses. [For the executive summary to this report, see ED560821.]
Abstractor: As Provided
Number of References: 117
IES Funded: Yes
IES Publication: https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20164000
Entry Date: 2015
Accession Number: ED560820
Database: ERIC
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  Data: Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000
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  Data: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
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  Data: 308
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1-3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. The following are appended: (1) Members of the Technical Working Group; (2) Data Collection; (3) Survey Sample Definition, Coding, and Analysis; (4) Schools' Decision Rules and Data Used for the Impact Analysis; (5) Estimation Methods; (6) Validity of the Regression Discontinuity Design; (7) Sensitivity of the Main Impact Findings; and (8) Exploratory Analyses. [For the executive summary to this report, see ED560821.]
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      – Text: English
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      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Reading Instruction
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Incidence
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      – SubjectFull: Program Implementation
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