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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
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
FullText Text:
  Availability: 0
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PubType: Report
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  Data: The Effects of Response to Intervention on Disability Identification and Achievement. EdWorkingPaper No. 24-1010
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  Data: <searchLink fieldCode="AR" term="%22Nicholas+Ainsworth%22">Nicholas Ainsworth</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+Cleveland%22">Christopher Cleveland</searchLink><br /><searchLink fieldCode="AR" term="%22Andrew+Penner%22">Andrew Penner</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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/
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  Data: 49
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  Data: 2024
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  Data: Office of Special Education Programs (OSEP) (ED/OSERS)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: <searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: ED672380
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672380
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 49
    Subjects:
      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Oregon
        Type: general
    Titles:
      – TitleFull: The Effects of Response to Intervention on Disability Identification and Achievement. EdWorkingPaper No. 24-1010
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            NameFull: Nicholas Ainsworth
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            NameFull: Christopher Cleveland
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            NameFull: Andrew Penner
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              Type: published
              Y: 2024
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            – TitleFull: Annenberg Institute for School Reform at Brown University
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