{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110693"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110693","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Scaling up multi-tiered systems of support implementation with improvement science: A state-wide effort in school improvement","abstract":"Despite decades of school reform efforts, there has been little success in addressing pervasively inequitable outcomes within the public school system. Although there has been a great deal of scholarship around the achievement gap over the last fifty years (e.g., Coleman et al., 1966; Darling-Hammond, 2007; Margo, 1986; Rosenfeld & Hilton, 1971; Singham, 1998), there has been little success in actually closing this gap (Hill, 2017). Schools continue to fail in meeting the needs of the same learners year after year. Two relatively new concepts in education, multi-tiered systems of support (MTSS) and improvement science, promise new avenues of meeting the diverse needs of all students, but not enough research has been done to evaluate the impact of these practices on improving student outcomes at a large scale. This quantitative study used a conceptual framework anchored in both the tenets of equity and MTSS to examine the relationship between one state’s improvement science-oriented approach to MTSS implementation and student outcomes. A significant relationship between MTSS implementation and student outcomes was not found; however, several factors were found to have significant interaction with MTSS implementation on student outcomes. The percentage of low-income students in the school was significant across all student groups and outcome measures, but none of the other significant factors were consistent across all student groups and outcome measures. The findings indicate that districts should not expect instant results from MTSS implementations. The findings also indicate that the MTSS implementation system is not currently set up for success across all student groups, and that more work is needed to align MTSS implementation with the principles of equity.","abstract_html":"Despite decades of school reform efforts, there has been little success in addressing pervasively inequitable outcomes within the public school system. Although there has been a great deal of scholarship around the achievement gap over the last fifty years (e.g., Coleman et al., 1966; Darling-Hammond, 2007; Margo, 1986; Rosenfeld & Hilton, 1971; Singham, 1998), there has been little success in actually closing this gap (Hill, 2017). Schools continue to fail in meeting the needs of the same learners year after year. Two relatively new concepts in education, multi-tiered systems of support (MTSS) and improvement science, promise new avenues of meeting the diverse needs of all students, but not enough research has been done to evaluate the impact of these practices on improving student outcomes at a large scale. This quantitative study used a conceptual framework anchored in both the tenets of equity and MTSS to examine the relationship between one state’s improvement science-oriented approach to MTSS implementation and student outcomes. A significant relationship between MTSS implementation and student outcomes was not found; however, several factors were found to have significant interaction with MTSS implementation on student outcomes. The percentage of low-income students in the school was significant across all student groups and outcome measures, but none of the other significant factors were consistent across all student groups and outcome measures. The findings indicate that districts should not expect instant results from MTSS implementations. The findings also indicate that the MTSS implementation system is not currently set up for success across all student groups, and that more work is needed to align MTSS implementation with the principles of equity.","abstract_has_math":false,"creators":["Chisholm, Barbi K."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Welton, Anjale D","Alexander, Kern","Hinze-Pifer, Rebecca","Herrmann, Mary"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T02:34:36Z","date_published":"2021-09-17T02:34:36Z","updated_at":"2026-07-22T22:24:52Z","subjects":["equity","multi-tiered systems of support","improvement science"],"languages":["en"],"rights":["Copyright 2021 Barbi Chisholm"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110693","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Welton, Anjale D","Alexander, Kern","Hinze-Pifer, Rebecca","Herrmann, Mary"]},{"key":"dc:creator","label":"Author","values":["Chisholm, Barbi K."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T02:34:36Z","2023-09-17T02:34:57Z","2021-04-19","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["equity","multi-tiered systems of support","improvement science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Barbi Chisholm"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110693"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Despite decades of school reform efforts, there has been little success in addressing pervasively inequitable outcomes within the public school system. Although there has been a great deal of scholarship around the achievement gap over the last fifty years (e.g., Coleman et al., 1966; Darling-Hammond, 2007; Margo, 1986; Rosenfeld & Hilton, 1971; Singham, 1998), there has been little success in actually closing this gap (Hill, 2017). Schools continue to fail in meeting the needs of the same learners year after year. Two relatively new concepts in education, multi-tiered systems of support (MTSS) and improvement science, promise new avenues of meeting the diverse needs of all students, but not enough research has been done to evaluate the impact of these practices on improving student outcomes at a large scale. This quantitative study used a conceptual framework anchored in both the tenets of equity and MTSS to examine the relationship between one state’s improvement science-oriented approach to MTSS implementation and student outcomes. A significant relationship between MTSS implementation and student outcomes was not found; however, several factors were found to have significant interaction with MTSS implementation on student outcomes. The percentage of low-income students in the school was significant across all student groups and outcome measures, but none of the other significant factors were consistent across all student groups and outcome measures. The findings indicate that districts should not expect instant results from MTSS implementations. The findings also indicate that the MTSS implementation system is not currently set up for success across all student groups, and that more work is needed to align MTSS implementation with the principles of equity.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01","The student, Barbi Chisholm, accepted the attached license on 2021-04-19 at 11:22.","The student, Barbi Chisholm, submitted this Dissertation for approval on 2021-04-19 at 11:30.","This Dissertation was approved for publication on 2021-04-19 at 16:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16405 on 2021-09-16 at 17:03:56","Made available in DSpace on 2021-09-17T02:34:36Z (GMT). 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Although there has been a great deal of scholarship around the achievement gap over the last fifty years (e.g., Coleman et al., 1966; Darling-Hammond, 2007; Margo, 1986; Rosenfeld & Hilton, 1971; Singham, 1998), there has been little success in actually closing this gap (Hill, 2017). Schools continue to fail in meeting the needs of the same learners year after year. Two relatively new concepts in education, multi-tiered systems of support (MTSS) and improvement science, promise new avenues of meeting the diverse needs of all students, but not enough research has been done to evaluate the impact of these practices on improving student outcomes at a large scale. This quantitative study used a conceptual framework anchored in both the tenets of equity and MTSS to examine the relationship between one state’s improvement science-oriented approach to MTSS implementation and student outcomes. A significant relationship between MTSS implementation and student outcomes was not found; however, several factors were found to have significant interaction with MTSS implementation on student outcomes. The percentage of low-income students in the school was significant across all student groups and outcome measures, but none of the other significant factors were consistent across all student groups and outcome measures. The findings indicate that districts should not expect instant results from MTSS implementations. The findings also indicate that the MTSS implementation system is not currently set up for success across all student groups, and that more work is needed to align MTSS implementation with the principles of equity.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01","The student, Barbi Chisholm, accepted the attached license on 2021-04-19 at 11:22.","The student, Barbi Chisholm, submitted this Dissertation for approval on 2021-04-19 at 11:30.","This Dissertation was approved for publication on 2021-04-19 at 16:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16405 on 2021-09-16 at 17:03:56","Made available in DSpace on 2021-09-17T02:34:36Z (GMT). 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