An analysis of Response to Intervention (RTI) reveals progress in closing the achievement gap in Reading and Math. Numerous studies have been conducted on the effects of Response to Intervention (RTI) in closing the achievement gap in regards to ethnicity and race. Teachers use RTI in classrooms to encourage a positive impact on closing the achievement gap between various ethnicities. In this article, we will determine the effect of RTI on closing the achievement gap between three ethnicity groups; Hispanic, White and Black. Response to Intervention (RTI) is a program that is tiered based in order to assess, screen and evaluate students across subjects to determine the level of interventions a student needs. “Existing research indicates that
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The use of systems like RTI shows improvement within these ages in attempting to close the achievement gap. In preschool, public funding of early education programs is probably already reducing ethnic and racial gaps (Magnuson, K. A., & Waldfogel, J., 2005). Magnuson and Waldfogel examine the effects on Ethnic and racial gaps in school readiness. By observing factors such as enrollment and attendance, we see that Black and Hispanic children are more likely to attend preschool than white children. This time spent in early childhood programs might “narrow racial and ethnic gaps if children from minority groups are more likely to be enrolled, spend more time in them, attend higher-quality programs, or benefit more” (Magnuson et al, 2005). These groups, when enrolled in early childhood programs, are more likely to start closing the gap by spending more time focusing on school readiness. Early childhood programs offer supplemental classes that will bridge the gap between CLD, ELL and non-CLD students by slowly bringing these children up to speed in regards to breaking down the language barrier they may have. Once the language barrier is broken, students will have an easier time understanding various concepts taught within the classroom setting. When looking at minority groups, we will explore the various achievement gaps between both white and …show more content…
First, RTI does harbor some positive impact when dealing with children of different ethnic groups. When students are broken down into groups of various levels, this allows CLD students to be put in a group that will match their understanding of a concept. By breaking students down into groups, we can view at what level of intervention they need. For example, a student who is CLD may need tier 2 or 3 intervention, whereas, a student who is not CLD may need a tier 1 or 2 intervention. Just because a child is a CLD child, does not automatically mean they have to have a higher level of intervention in order to succeed, however, it has been seen to be effective in the attempt to close the gap. Second, RTI does not allow for significant improvements in statistical data within the subject of reading and math. Positive outcomes for children were found, but only after extensive training and careful implementation (Burns and Yesseldyke’s, 2005). Closing the achievement gap is not something that will be done overnight. In order to have a change, schools must carefully implement RTI strategies and be prepared to work extensively on this program. There is no guarantee that the achievement gap will ever be fully closed, however, with careful implementation of these strategies and programs, there is a hope according to statistics for narrowing the gap within the three ethnicities of Black,
The use of systems like RTI shows improvement within these ages in attempting to close the achievement gap. In preschool, public funding of early education programs is probably already reducing ethnic and racial gaps (Magnuson, K. A., & Waldfogel, J., 2005). Magnuson and Waldfogel examine the effects on Ethnic and racial gaps in school readiness. By observing factors such as enrollment and attendance, we see that Black and Hispanic children are more likely to attend preschool than white children. This time spent in early childhood programs might “narrow racial and ethnic gaps if children from minority groups are more likely to be enrolled, spend more time in them, attend higher-quality programs, or benefit more” (Magnuson et al, 2005). These groups, when enrolled in early childhood programs, are more likely to start closing the gap by spending more time focusing on school readiness. Early childhood programs offer supplemental classes that will bridge the gap between CLD, ELL and non-CLD students by slowly bringing these children up to speed in regards to breaking down the language barrier they may have. Once the language barrier is broken, students will have an easier time understanding various concepts taught within the classroom setting. When looking at minority groups, we will explore the various achievement gaps between both white and …show more content…
First, RTI does harbor some positive impact when dealing with children of different ethnic groups. When students are broken down into groups of various levels, this allows CLD students to be put in a group that will match their understanding of a concept. By breaking students down into groups, we can view at what level of intervention they need. For example, a student who is CLD may need tier 2 or 3 intervention, whereas, a student who is not CLD may need a tier 1 or 2 intervention. Just because a child is a CLD child, does not automatically mean they have to have a higher level of intervention in order to succeed, however, it has been seen to be effective in the attempt to close the gap. Second, RTI does not allow for significant improvements in statistical data within the subject of reading and math. Positive outcomes for children were found, but only after extensive training and careful implementation (Burns and Yesseldyke’s, 2005). Closing the achievement gap is not something that will be done overnight. In order to have a change, schools must carefully implement RTI strategies and be prepared to work extensively on this program. There is no guarantee that the achievement gap will ever be fully closed, however, with careful implementation of these strategies and programs, there is a hope according to statistics for narrowing the gap within the three ethnicities of Black,