Program
Education Doctorate
Number of Pages
78
Year Approved
2022
First Advisor
Tracy Reimer
Second Reader
Krista Soria
Third Reader
Christopher Kamrath
Abstract
The purpose of this research study was to determine if there is a relationship between the implementation phase of Response to Intervention (RTI), an academic multi-tiered system of support, and eighth grade students’ mathematics, reading, and science Minnesota Comprehensive Assessments (MCAs) proficiency achievement. Data for this study were collected using a RTI phase survey sent via Qualtrics to Minnesota middle school principals and publicly accessible MCA proficiency data via the Minnesota Department of Education (MDE) website. The researcher analyzed data using the Statistical Package of the Social Sciences (SPSS). Each principal’s survey response was aligned with the school’s eighth grade students’ achievement results as measured by the MCAs. A Pearson r analysis was completed to determine if a relationship existed between the variables. There was no statistically significant (p > .05) relationship between implementation stages of RTI and eighth grade students’ mathematics and science MCA proficiency achievement in Minnesota middle schools. There was a statistically significant (p < .05) and positive relationship between the implementation phase and eighth grade students’ reading MCA proficiency achievement in Minnesota middle schools.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Rooney, A. M. (2022). The Relationship Between the Implementation of Response to Intervention and Students’ Achievement on Eighth Grade Minnesota Comprehensive Assessments [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/920