Abstract

The purpose of response to intervention (RTI) in educational settings is to improve achievement and behavior and to overcome current achievement gaps. Three gaps are prominent in policy discussions and federal legislation: (a) U.S. student performance is significantly lower compared to student performance in other economically advanced nations (Kirsh, Braun, Yamamoto, & Sum, 2007; Learning for Tomorrow’s World, 2003; Mullis, Martin, Gonzalez, & Chrostowski, 2003; Nation at Risk, 1983); (b) students within the United States with high rates of poverty score significantly lower on various achievement measures than more economically advantaged students (Kirsh et al., 2007); and (c) groups within the United States that vary by race/ethnicity show large variations in achievement, explained in large part by the association with poverty (Barton & Coley, 2008, 2010; Nation’s Report Card Mathematics, 2011; Nation’s Report Card Reading, 2011). Improving current student performance overall and overcoming gaps are addressed with RTI.