Date of Award
Dissertation (799 registration)
Doctor of Education in Educational Leadership
Dr. Ximena Suarez-Sousa
Multi-Tiered System of Supports (MTSS), Response to Intervention (RTI), PBIS, Renaissance STAR, COVID-19 pandemic, Academic Achievement
The purpose of this causal-comparative study was to employ a quantitative research study to measure the degree of impact the COVID-19 pandemic had on students’ academic performance and determine the extent to which the MTSS program served to counter the impact of the pandemic on students’ reading and math performance. This study analyzed pre-existing STAR Reading and STAR Math data collected from 7th-grade students at one Midwest public middle utilizing the September (Fall) and December (Winter) scores. The data sets were compared to determine the students’ reading and math performance trends in the three years preceding the COVID-19 pandemic (Year 1, Year 2, and Year 3) to measure the degree of impact during the year of the pandemic (Year 4) and the year that followed (Year 5). Further, differences between subgroups (i.e., gender, ethnicity, SPED status, EL status, and 504 status) were examined. This study was unique in that the data were broken down into tiers of instruction that coincide with the MTSS framework to measure the growth of students receiving Tier 1, Tier 2, or Tier 3 instruction.
This study found that although most students remained above the benchmark, in Year 4 and Year 5, there was an observed downward shift in mean scores. In addition, more students were identified as needing Tier 2 or Tier 3 supports and interventions over the span of the identified years. This research can help fill a void in the existing research by focusing on MTSS at the secondary level and the effects of the COVID-19 pandemic on academic achievement. This research study can guide future initiatives and inform best practices for MTSS implementation.
Nistler, Sonia, "A PROGRAM EVALUATION OF THE MULTI-TIERED SYSTEM OF SUPPORTS (MTSS) AND ITS ROLE IN SUPPORTING STUDENTS’ READING AND MATH PERFORMANCE DURING THE COVID-19 PANDEMIC" (2022). Dissertations, Theses, and Projects. 721.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, Secondary Education and Teaching Commons