Making the grade : a comparison study of pre-college academic success predictors of first-year academic performance of student-athletes at a public and private Institution in the Midwest

Roderick D. Perry


Response to Intervention (RTI) is a revolutionary innovation to the structure of educational services. With this innovation come changes in required knowledge and skills for all school personnel. General education teachers are major stakeholders in an RTI approach, yet there is a shortage of literature examining their knowledge of RTI. The present study involved surveying Ohio general education teachers' knowledge of RTI with a 24-item RTI knowledge instrument. The survey measured knowledge in five areas of RTI: general ideology, problem-solving, tiers of service-delivery, data collection and interpretation, and intervention. Results demonstrated that teachers were more knowledgeable about RTI than previous studies found, answering 77% of questions about RTI correctly. Teachers' strongest area of knowledge was problem-solving; their weakest area of knowledge was the tiers of service-delivery. In addition, various background factors were investigated for their relationship to knowledge of RTI. Implications for improvements in teacher training in RTI are discussed.