Quantitative analysis of impact of response to intervention on 2019 sixth-grade rural public middle school Missouri assessment program performance by free and reduced-price lunch eligibility

Abstract

This study focused on the impact of response to intervention on 2019 sixth-grade rural public middle school Missouri Assessment Program performance by free and reduced-price lunch eligibility. Response to intervention was used to decrease learning gaps for students. Missouri Assessment Program performance was used as an accountability measure for Missouri public school students. The researcher used the Missouri Assessment Program, a standardized assessment given to Missouri public school students in grades three through eight. The annual test includes mathematics and English language arts in grades three through eight and science in grades five and eight. This research focused on mathematics in grade six. This study concluded that there were significant differences in student scores based on: free and reduced lunch eligibility; race and ethnicity; response to intervention received; and response to intervention level. Moreover, the researcher found that students in response to intervention Level 2 are effectively identified to receive academic assistance. This seemed to be a stronger identifier than free and reduced-lunch eligibility and race.