Poster: "Does the Response to Intervention Approach Improve Academic and Disability Outcomes?"
Event: 2018 School of Education Research Poster Celebration
Date: Friday, September 28, 2018
Time: 3:30-5:00 pm
Location: School of Education Courtyard
Presenter: Zhiling Shea
Poster Title: "Does the Response to Intervention Approach Improve Academic and Disability Outcomes?"
Poster Advisor: Jade Jenkins
In 2006, the Individuals with Disabilities Education Act required states to use the Response to Intervention (RtI) to identify and serve children with disabilities. However, little is known about the effects of RtI on academic and disability outcomes on a national scale. This study investigates the impacts of the RtI on academic and disability outcomes using the Early Childhood Longitudinal Study-Kindergarten (2011) and a child fixed effect analysis to estimate impacts as schools adopted RtI between kindergarten and fourth grade. Results show that children exposed to RtI are 3 percentage points less likely to be identified with disabilities than children not exposed to RtI by the end of fourth grade. RtI did not influence children’s academic achievement in math or reading.
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