Date of Award

2007

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Fred Jay Krieg

Second Advisor

Sandra Stroebel

Third Advisor

Edna Meisel

Abstract

Little research exists pertaining to the affect of the Response to lntervention model on student grade retention. This study was designed to determine a relationship between the frequency of students retained in grades kindergarten through third prior to and following the implementation of the Response to lntervention model. A five member cohort group conducted a longitudinal study of grades kindergarten through third grade in eleven pilot schools in the state of West Virginia. A Chi-Square test was chosen to examine the variables in an attempt to identify whether the implementation of the Response to lntervention model had an affect upon student grade retention. Results indicated that the frequency of students retained was not significantly different when comparing student retention before and after the implementation of The Response to lntervention model for kindergarten, first, and third grades. However, frequencies of students retained were significantly different when comparing student retention before and after the program implementation for second grade. When comparing total frequencies for kindergarten, first, second, and third grades in the pilot schools, frequency of students retained was not significantly different when comparing student retention before and after the implementation of the Response to lntervention model.

Subject(s)

Grade repetition.

Download

Share

COinS