Date of Award
Spring 4-2015
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Sherry DeVore
Second Advisor
Dr. Terry Reid
Third Advisor
Dr. Julie Williams
Abstract
focus of this research is in the area of Response to Intervention (RTI) and its effect on academic achievement in elementary schools in rural Missouri. In light of the regulations within the Individuals with Disabilities Education Act of 2004 and its accountability requirements for schools, this study is important and timely in order to provide valuable examples of effective RTI processes. The research approach adopted in this dissertation was a quantitative approach; therefore, quantitative analysis was utilized during a statistical comparison of elementary schools in Missouri and a review of information from a survey distributed to elementary principals in Missouri. The findings from this research were statistically significant in relation to improved academic achievement after the implementation of RTI processes. The goal of school administrators and teachers is to implement strategies to meet the educational needs of students. The RTI processes may serve as a viable strategy for this goal to be achieved.
Recommended Citation
Johnson, Merlyn W., "The Significance of Response to Intervention (RTI) to Student Progress in Fourth Grade Students in Missouri" (2015). Dissertations. 373.
https://digitalcommons.lindenwood.edu/dissertations/373
Rights
Copyright 2015