School-Level Math RTI Implementation and Elementary Math Growth: A Multilevel Propensity-Weighted Analysis of the ECLS-K:2011

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Abstract

This study investigates the effects of school-level math Response to Intervention (RTI) on elementary student achievement using data from the ECLS-K:2011. A sample of 3,184 students across 1,021 schools was analyzed using multilevel modeling and inverse probability of treatment weighting to estimate causal impacts. Results indicate that math RTI implemented in Grade 2 significantly improved math achievement in the same year. Moderation analyses revealed that RTI effects varied by language status and initial math performance. Findings highlight the importance of RTI timing and student characteristics, offering evidence for the complex and context-dependent nature of schoolwide math RTI implementation in U.S. elementary schools.

Authors

• Qi Wang, Florida State University

• Garret Hall, Florida State University

• Qian Zhang, Florida State University