Date of Award
11-14-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Latwayla Knowlton, Michael Wesolek
Call Number
ISBN 9798342763929
Abstract
Efforts to bridge educational achievement gaps and address inequities remain a central challenge across the United States. The multitiered system of supports has emerged as a prominent intervention framework with which to equip educators for this task. Given its growing adoption across school districts, a deeper understanding of teacher perspectives on the effectiveness of the framework is vital to efforts by educational stakeholders, leaders, and officials to eliminate achievement gaps. This study specifically involved exploration of teacher perceptions regarding the impact of the framework on marginalized students’ academic achievement and its use to close achievement gaps. Analysis of interviews and a questionnaire in a qualitative case study design allowed examination of teacher perceptions of the framework as an intervention method employed by schools and its impact on the persistent issue of achievement gaps in education. Participants included teachers, administrators, and educational practitioners from the 12 school districts making up the Washington, DC, metropolitan mid-Atlantic region. Research questions focused on the impact of the framework on student academic outcomes and stakeholders’ perceptions. The findings underscore the importance of addressing the achievement gap and offer insights into the role of the framework as a tool for academic improvement of marginalized students. The conclusion reached is that teachers have an overall positive perception of the framework and feel that it positively impacts the academic achievement of marginalized students. The implications of this research extend to policymakers, educators, and practitioners striving to enhance educational equity and close the achievement gap across public schools in the United States. Future researchers should investigate specific strategies for optimizing the framework and its impact on marginalized students in broader settings, including private and parochial schools. Keywords: multitiered system of supports, achievement gap, educational equity, marginalized students, implementation fidelity
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Brooks, Demarco Ray, "Multitiered Systems of Support and The Achievement Gap in the Washington, DC, Metropolitan Mid-Atlantic Region: An Analysis of Teacher Perceptions of Effectiveness" (2024). Student Theses and Dissertations. 69.
https://arch.astate.edu/all-etd/69
