The Effects of RTI on Math Success among Fourth-Grade Students: A Causal Comparative Action Research Design

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Spring 2018

Abstract

The purpose of this study was to determine if implementing a mathematics response-to-intervention program increases student achievement on the State of Texas Assessments of Academic Readiness mathematics test among fourth-grade students. The goal of this study was to determine if implementation leads to increased student performance among the identified fourth-grade student groups on the State of Texas Assessments of Academic Readiness mathematics test.A causal comparative action research design involving between-subjects two-way analysis of variance was used to determine whether implementing a mathematics response-to-intervention model increases student achievement on the State of Texas Assessments of Academic Readiness mathematics test among fourth-grade African-American and Hispanic students. Permission to conduct the study was submitted to the DFW Academy's District Officevof Research, Assessment, and Accountability to obtain fourth-grade student data for years 2013-2014, 2014-2015, and 2015-2016.The study involved determining the effects of a mathematics response-to-intervention program among various demographic groups using three years of available data regarding student exposure to mathematics skill-building activities for 30 minutes each school day, 4 days per week. Research Question 1 showed that there was no significant difference in performance on the fourth-grade State of Texas Assessments of Academic Readiness mathematics test for students of different ethnicities (Hispanic vs. African-American) or for students who received response to intervention compared to those who did not. Research Question 2 showed that there was a significant difference on the fourth-grade State of Texas Assessments of Academic Readiness mathematics test for students who received response to intervention compared to those who did not, regardless of their ethnicities. In Research Question 3 the researcher found no significant difference in performance on the fourth-grade State of Texas Assessments of Academic Readiness mathematics test for students of different ethnicities (Hispanic vs. African-American), regardless whether or not they received mathematics response to intervention.

Advisor

Melissa Arrambide

Subject Categories

Education | Educational Administration and Supervision | Educational Leadership

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