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Title:Scaling up multi-tiered systems of support implementation with improvement science: A state-wide effort in school improvement
Author(s):Chisholm, Barbi K.
Director of Research:Welton, Anjale D
Doctoral Committee Chair(s):Welton, Anjale D
Doctoral Committee Member(s):Alexander, Kern; Hinze-Pifer, Rebecca; Herrmann, Mary
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educ Policy, Orgzn & Leadrshp
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ed.D.
Genre:Dissertation
Subject(s):equity
multi-tiered systems of support
improvement science
Abstract:Despite decades of school reform efforts, there has been little success in addressing pervasively inequitable outcomes within the public school system. Although there has been a great deal of scholarship around the achievement gap over the last fifty years (e.g., Coleman et al., 1966; Darling-Hammond, 2007; Margo, 1986; Rosenfeld & Hilton, 1971; Singham, 1998), there has been little success in actually closing this gap (Hill, 2017). Schools continue to fail in meeting the needs of the same learners year after year. Two relatively new concepts in education, multi-tiered systems of support (MTSS) and improvement science, promise new avenues of meeting the diverse needs of all students, but not enough research has been done to evaluate the impact of these practices on improving student outcomes at a large scale. This quantitative study used a conceptual framework anchored in both the tenets of equity and MTSS to examine the relationship between one state’s improvement science-oriented approach to MTSS implementation and student outcomes. A significant relationship between MTSS implementation and student outcomes was not found; however, several factors were found to have significant interaction with MTSS implementation on student outcomes. The percentage of low-income students in the school was significant across all student groups and outcome measures, but none of the other significant factors were consistent across all student groups and outcome measures. The findings indicate that districts should not expect instant results from MTSS implementations. The findings also indicate that the MTSS implementation system is not currently set up for success across all student groups, and that more work is needed to align MTSS implementation with the principles of equity.
Issue Date:2021-04-19
Type:Thesis
URI:http://hdl.handle.net/2142/110693
Rights Information:Copyright 2021 Barbi Chisholm
Date Available in IDEALS:2021-09-17
Date Deposited:2021-05


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