The Effects of Response to Intervention on Disability Identification and Achievement. EdWorkingPaper No. 24-1010
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| Title: | The Effects of Response to Intervention on Disability Identification and Achievement. EdWorkingPaper No. 24-1010 |
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| Language: | English |
| Authors: | Nicholas Ainsworth, Christopher Cleveland, Andrew Penner, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 49 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | H325D190031 R01HD094007 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Response to Intervention, Disability Identification, Special Education, Program Effectiveness, Elementary School Students, Standardized Tests, Scores, Racial Differences, Ethnicity, Socioeconomic Status, Reading Achievement, Achievement Gains, Learning Disabilities, Achievement Tests, Reading Tests, Discipline |
| Geographic Terms: | Oregon |
| Abstract: | Currently 15 percent of U.S. students receive special education services, a widespread intensive intervention with variable effects on students. Spurred by changes in federal policy, many states and districts have begun adopting the Response to Intervention (RTI) approach to identifying students to receive special education services. RTI seeks to provide a system for targeting interventions to children facing early academic challenges and identifying children with specific learning disabilities (SLD). This paper uses a difference-in-differences design to examine the effects of RTI adoption across Oregon on elementary students' disability identification and state-standardized achievement test scores. RTI adoption reduced special education identification by 1.4 percentage points (11%) and SLD identification by 0.5 percentage points (15%). RTI also caused moderately large reading test score gains for Black students (0.15 SD) and did not reduce other students' achievement. These findings suggest RTI is a promising approach to supporting struggling students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672380 |
| Database: | ERIC |
| Abstract: | Currently 15 percent of U.S. students receive special education services, a widespread intensive intervention with variable effects on students. Spurred by changes in federal policy, many states and districts have begun adopting the Response to Intervention (RTI) approach to identifying students to receive special education services. RTI seeks to provide a system for targeting interventions to children facing early academic challenges and identifying children with specific learning disabilities (SLD). This paper uses a difference-in-differences design to examine the effects of RTI adoption across Oregon on elementary students' disability identification and state-standardized achievement test scores. RTI adoption reduced special education identification by 1.4 percentage points (11%) and SLD identification by 0.5 percentage points (15%). RTI also caused moderately large reading test score gains for Black students (0.15 SD) and did not reduce other students' achievement. These findings suggest RTI is a promising approach to supporting struggling students. |
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