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Implementing a RtI tier 2 mathematics lab in a middle school.

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Title: Implementing a RtI tier 2 mathematics lab in a middle school.
Authors: Bouck, Emily C.1 (AUTHOR) ecb@msu.edu, Park, Jiyoon1 (AUTHOR), Bouck, Mary K.2 (AUTHOR), Sprick, Jessica1 (AUTHOR), Buckland, Angela3 (AUTHOR)
Source: Preventing School Failure. 2019, Vol. 63 Issue 3, p269-276. 8p. 1 Chart, 1 Graph.
Subject Terms: *Middle schools, *Mathematics education, *Mathematics students, Mathematics, Set theory
Abstract: Response to intervention (RtI) in secondary schools is a viable option for mathematics, but limited research exists. In the study, students who received just Tier 1 (i.e., general education mathematics class) and students who received both Tier 1 and Tier 2 (i.e., a math lab) completed a pretest and posttest of grade-level content. The results suggest no statistically significant difference between the overall mean assessment gain scores of the two groups. The Tier 2 math lab intervention as implemented did not further exacerbate mathematical differences between struggling students and their peers but it did not work to decrease the mathematics deficits of students needing intervention either. The efficacy of a Tier 2 math lab as a RtI system at the secondary level can be questioned. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Implementing a RtI tier 2 mathematics lab in a middle school.
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  Data: <searchLink fieldCode="AR" term="%22Bouck%2C+Emily+C%2E%22">Bouck, Emily C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ecb@msu.edu</i><br /><searchLink fieldCode="AR" term="%22Park%2C+Jiyoon%22">Park, Jiyoon</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bouck%2C+Mary+K%2E%22">Bouck, Mary K.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sprick%2C+Jessica%22">Sprick, Jessica</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Buckland%2C+Angela%22">Buckland, Angela</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2019, Vol. 63 Issue 3, p269-276. 8p. 1 Chart, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Set+theory%22">Set theory</searchLink>
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  Label: Abstract
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  Data: Response to intervention (RtI) in secondary schools is a viable option for mathematics, but limited research exists. In the study, students who received just Tier 1 (i.e., general education mathematics class) and students who received both Tier 1 and Tier 2 (i.e., a math lab) completed a pretest and posttest of grade-level content. The results suggest no statistically significant difference between the overall mean assessment gain scores of the two groups. The Tier 2 math lab intervention as implemented did not further exacerbate mathematical differences between struggling students and their peers but it did not work to decrease the mathematics deficits of students needing intervention either. The efficacy of a Tier 2 math lab as a RtI system at the secondary level can be questioned. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1045988X.2019.1588216
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      – Code: eng
        Text: English
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        StartPage: 269
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      – SubjectFull: Middle schools
        Type: general
      – SubjectFull: Mathematics education
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      – SubjectFull: Mathematics students
        Type: general
      – SubjectFull: Mathematics
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      – SubjectFull: Set theory
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            NameFull: Sprick, Jessica
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            NameFull: Buckland, Angela
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              M: 07
              Text: 2019
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            – TitleFull: Preventing School Failure
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