Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee

Area of Science:

• Education Policy
• Special Education
• Educational Psychology

Background:

• Response to intervention (RTI) is a framework for academic support and identifying specific learning disabilities (SLDs).
• Concerns exist regarding disproportionality in SLD identification among various student groups.
• Understanding the impact of statewide policy implementation is crucial for educational equity.

Purpose of the Study:

• To examine the association between statewide Response to Intervention (RTI) adoption and changes in SLD identification rates.
• To investigate if these associations differ across student demographics in Tennessee elementary schools.
• To analyze the impact of RTI on first-time SLD identification by third grade.

Main Methods:

• Utilized interrupted time series and hazard models to analyze statewide data.
• Examined changes in SLD identification rates before and after RTI implementation.
• Assessed variations in impact across different student groups, including race and economic status.

Main Results:

• RTI adoption was linked to an initial and sustained decline in the overall percentage of students identified with SLD.
• Significant decreases in SLD identification were observed for Black and economically disadvantaged students.
• A 61% average decrease in the odds of first-time SLD identification by third grade was associated with RTI.

Conclusions:

• Statewide Response to Intervention (RTI) implementation in Tennessee coincided with reduced rates of specific learning disability (SLD) identification.
• These reductions were more pronounced among Black and economically disadvantaged students, potentially addressing some disproportionality.
• Further research is essential to determine if observed declines in SLD identification stem from improved academic outcomes or delayed identification processes.