EFFECTS OF A MULTI-TIERED SYSTEM OF SUPPORTS (MTSS) ON STUDENT ACHIEVEMENT, COURSE ENROLLMENTS, TRACKING, AND EQUALITY OF EDUCATIONAL OPPORTUNITY IN A MIDWEST SUBURBAN SCHOOL DISTRICT
Issue Date
2018-05-31Author
Gruman, Lisa
Publisher
University of Kansas
Format
70 pages
Type
Dissertation
Degree Level
Ed.D.
Discipline
Educational Leadership and Policy Studies
Rights
Copyright held by the author.
Metadata
Show full item recordAbstract
Ability grouping and tracking, common practices in American elementary schools, have been criticized for perpetuating and even widening the achievement gap between lower- and upper-track students. Response to Intervention (RTI), the Kansas version of which is known as Multi-Tiered System of Supports (MTSS), is an alternative to tracking that some claim has the potential to mitigate this problem. This study examined outcomes for traditionally tracked vs. MTSS students at 5 elementary schools in a Kansas suburban school district. It found that MTSS was associated with fewer students being placed in below-grade-level classes and higher overall achievement in reading (but not math) at the start of middle school, but these effects did not persist through secondary school. The study concludes that MTSS may be a promising strategy for promoting equality of educational opportunity, especially if an MTSS-type program continues through secondary school.
Collections
- Dissertations [4626]
- Education Dissertations and Theses [1065]
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.