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

Abstract

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.