The report found that, overall, intervention programmes were used less often for maths and in high (secondary) schools. Teachers were more likely to use intervention programmes in English (62%) than in maths (52%). Although high school teachers were least likely to use an intervention programme than elementary (primary) or middle school teachers, 42% of high school teachers reported using a reading or maths intervention.
The report also found that teachers’ use of intervention programmes varied depending on the level of school poverty. Teachers in high-poverty schools were more likely than those in lower-poverty schools to use intervention programmes in English. However, the use of maths intervention programmes does not appear to be tied to school poverty levels.
The authors of the report recommend that research could also explore why such a large percentage of teachers are using intervention programmes, the quality of the programmes they are using, and how they are using the interventions to support learning.
Key Findings:
Teachers were more likely to report using an intervention programme in ELA than in mathematics.
- Teachers were significantly more likely to use intervention programmes in ELA (62 percent) than in mathematics (52 percent).
- Teachers also reported a wide variety of intervention programmes used. In ELA, the most commonly used interventions included Accelerated Reader for elementary and middle school teachers and Read 180 for high school teachers. In mathematics, the most commonly used interventions among those listed in the survey included enVision MATH: Diagnosis and Intervention System for elementary teachers, Response to Intervention Everyday Intervention for middle school teachers, and MathXL for School for high school teachers.