The Impact of Secondary Response to Intervention Services on Achievement

The purpose of this quantitative study was to determine the impact of a secondary Response to Intervention (RTI) program at Cape Henlopen High School on achievement using the Delaware Comprehensive Assessment System (DCAS). The study focused on determining if a significant statistical difference existed between the fall and spring DCAS scores for students receiving secondary RTI services versus those that did not receive interventions. Research questions focused on reading and math DCAS scores from 9th and 10th grade students in RTI, as well as those special education students involved in the program. DCAS accountability scores were collected in the fall and spring and an independent t test was used to compare the means of the scores from students in the RTI program compared with non-RTI students. Only one of the eight RTI groups receiving interventions showed a significant statistical difference between the fall and spring DCAS scores. The implications from the results of this study should be used in conjunction with future research to determine the impact an RTI program has on achievement.