The Difference in English Learner STAAR Scores of Special Education Students and Tier III Students

Background: The number of students identified as special education and English Learners (ELs) has increased by over 1 million in Texas. Research demonstrates that the earlier the intervention and support are given to ELs, the more likely they will see a reduction of literacy struggles throughout their educational journey. Purpose: This study aims to investigate the differences between MTSS Tier III support and special education services for English Learners (EL) in an elementary school and how the early intervention supports the students in their reading level. This study seeks to answer three questions: 1) What is the distribution of support services (MTSS, SPED, LPAC) by student classification (EL v. non-EL)? 2) What difference, if any, exists for students classified as EL in the performance on the STAAR Reading measure based on support services provided (MTSS, SPED, LPAC)? 3) To what extent are the district Tier II and Tier III research-based interventions aligned with the What Works Clearinghouse (WWC) evidence standards? Method: This quantitative study will focus on all EL students in grades three through five in a suburban school district in Southeastern Texas. This study will utilize publicly available archival data for the students collected over four years from 2021-2023. A t-test will determine if there are statistically different means of the reading score between the three support services offered to EL students. In addition, the district’s Tier II and Tier III interventions will be reviewed using evidence standards presented by the Department of Education’s What Works Clearinghouse. Results: The study found that EL students received more MTSS and SPED services than non-ELs, with LPAC services exclusive to ELs. MTSS students had higher STAAR reading scores than those in SPED, while LPAC students showed intermediate performance. Tier II and III interventions were partially aligned with WWC standards, some interventions met evidence-based criteria, while others required improvement. Conclusion: This study highlighted the importance of early interventions for ELs, showing MTSS services yield better reading outcomes than SPED. While some district interventions align with research-based standards, others need refinement. Improving alignment with effective practices could enhance literacy outcomes for EL students.

Name thesis:degree_name

Doctor of Education

Discipline thesis:degree_discipline

Professional Leadership—Special Populations

Grantor

University of Houston

Year dc:date.issued

2024

Author dc:creator

• Rodriguez, Paulina Elizabeth

Advisor dc:contributor.advisor

• Santi, Kristi L.

Committee members dc:contributor.committeemember

• Rigby-Wills, Hope C
• Guerra, Teresa E
• Sarmiento, Matilde A.

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/10657/18341

OAI identifier oai:identifier

oai:uh-ir.tdl.org:10657/18341