{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/19506"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/19506","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"MTSS for Equity: A Mixed-Methods Study of Policy Alignment and Achievement Gaps in Three States","abstract":"Background: This study addresses the ongoing challenge of ensuring equitable outcomes for all learners, particularly in K–12 public schools where Multi-Tiered Systems of Support (MTSS) guidance varies significantly at the state level. Many districts struggle to establish coherent, data-driven interventions when state policies offer unclear or inconsistent directives on mitigating achievement gaps. Purpose: This research explores (1) how Texas, Florida, and Iowa differ in their MTSS frameworks and policy guidance; (2) how each state's policies align with best practices from the AIR MTSS Fidelity Rubric; and (3) whether subgroup reading achievement gap trends over the last decade reflect these policies. Method: A mixed-methods approach was used. State documents were scored using the AIR MTSS Fidelity Rubric, and NAEP 4th-grade reading data from 2015 to 2024 were analyzed to track gap trends. Results: MTSS policy alignment varied significantly. Iowa showed the strongest fidelity, followed by Florida, with Texas lagging. However, achievement gaps remained essentially unchanged across all three states, suggesting recent improvements may not yet have measurable effects. Conclusion: Stronger policy guidance alone is insufficient to close persistent gaps. Local-level action—focused on implementation fidelity, assessment literacy, and collaborative data practices—is essential. A professional learning series presented in this study offers a systems-level approach districts can adopt now to advance equity.","abstract_html":"Background: This study addresses the ongoing challenge of ensuring equitable outcomes for all learners, particularly in K–12 public schools where Multi-Tiered Systems of Support (MTSS) guidance varies significantly at the state level. Many districts struggle to establish coherent, data-driven interventions when state policies offer unclear or inconsistent directives on mitigating achievement gaps. Purpose: This research explores (1) how Texas, Florida, and Iowa differ in their MTSS frameworks and policy guidance; (2) how each state's policies align with best practices from the AIR MTSS Fidelity Rubric; and (3) whether subgroup reading achievement gap trends over the last decade reflect these policies. Method: A mixed-methods approach was used. State documents were scored using the AIR MTSS Fidelity Rubric, and NAEP 4th-grade reading data from 2015 to 2024 were analyzed to track gap trends. Results: MTSS policy alignment varied significantly. Iowa showed the strongest fidelity, followed by Florida, with Texas lagging. However, achievement gaps remained essentially unchanged across all three states, suggesting recent improvements may not yet have measurable effects. Conclusion: Stronger policy guidance alone is insufficient to close persistent gaps. Local-level action—focused on implementation fidelity, assessment literacy, and collaborative data practices—is essential. A professional learning series presented in this study offers a systems-level approach districts can adopt now to advance equity.","abstract_has_math":false,"creators":["Faulkner, Katherine A."],"institution":"University of Houston","degree_name":"Doctor of Education","degree_level":null,"degree_discipline":"Professional Leadership, Education","degree_department":null,"school":null,"contributors":[],"advisors":["Hawkins, Jacqueline","Dulas, Heather"],"committee_chairs":[],"committee_members":["Westfall, Dawn","McPherson, Robert","Santi, Kristi L."],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-24T02:31:42Z","subjects":["Educational leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10657/19506","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Hawkins, Jacqueline","Dulas, Heather"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Westfall, Dawn","McPherson, Robert","Santi, Kristi L."]},{"key":"dc:creator","label":"Author","values":["Faulkner, Katherine A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-20T20:38:38Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Professional Leadership, Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10657/19506"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background: This study addresses the ongoing challenge of ensuring equitable outcomes for all learners, particularly in K–12 public schools where Multi-Tiered Systems of Support (MTSS) guidance varies significantly at the state level. Many districts struggle to establish coherent, data-driven interventions when state policies offer unclear or inconsistent directives on mitigating achievement gaps. Purpose: This research explores (1) how Texas, Florida, and Iowa differ in their MTSS frameworks and policy guidance; (2) how each state's policies align with best practices from the AIR MTSS Fidelity Rubric; and (3) whether subgroup reading achievement gap trends over the last decade reflect these policies. Method: A mixed-methods approach was used. State documents were scored using the AIR MTSS Fidelity Rubric, and NAEP 4th-grade reading data from 2015 to 2024 were analyzed to track gap trends. Results: MTSS policy alignment varied significantly. Iowa showed the strongest fidelity, followed by Florida, with Texas lagging. However, achievement gaps remained essentially unchanged across all three states, suggesting recent improvements may not yet have measurable effects. Conclusion: Stronger policy guidance alone is insufficient to close persistent gaps. Local-level action—focused on implementation fidelity, assessment literacy, and collaborative data practices—is essential. A professional learning series presented in this study offers a systems-level approach districts can adopt now to advance equity."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["MTSS for Equity: A Mixed-Methods Study of Policy Alignment and Achievement Gaps in Three States"]}]}],"canonical_facts":{"dc:contributor.advisor":["Hawkins, Jacqueline","Dulas, Heather"],"dc:contributor.committeemember":["Westfall, Dawn","McPherson, Robert","Santi, Kristi L."],"dc:creator":["Faulkner, Katherine A."],"dc:date.accessioned":["2025-06-20T20:38:38Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["Background: This study addresses the ongoing challenge of ensuring equitable outcomes for all learners, particularly in K–12 public schools where Multi-Tiered Systems of Support (MTSS) guidance varies significantly at the state level. Many districts struggle to establish coherent, data-driven interventions when state policies offer unclear or inconsistent directives on mitigating achievement gaps. Purpose: This research explores (1) how Texas, Florida, and Iowa differ in their MTSS frameworks and policy guidance; (2) how each state's policies align with best practices from the AIR MTSS Fidelity Rubric; and (3) whether subgroup reading achievement gap trends over the last decade reflect these policies. Method: A mixed-methods approach was used. State documents were scored using the AIR MTSS Fidelity Rubric, and NAEP 4th-grade reading data from 2015 to 2024 were analyzed to track gap trends. Results: MTSS policy alignment varied significantly. Iowa showed the strongest fidelity, followed by Florida, with Texas lagging. However, achievement gaps remained essentially unchanged across all three states, suggesting recent improvements may not yet have measurable effects. Conclusion: Stronger policy guidance alone is insufficient to close persistent gaps. Local-level action—focused on implementation fidelity, assessment literacy, and collaborative data practices—is essential. A professional learning series presented in this study offers a systems-level approach districts can adopt now to advance equity."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10657/19506"],"dc:language.iso":["English"],"dc:subject":["Educational leadership"],"dc:title":["MTSS for Equity: A Mixed-Methods Study of Policy Alignment and Achievement Gaps in Three States"],"dc:type":["Thesis"],"thesis:degree_discipline":["Professional Leadership, Education"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:31:42Z"}