A new research report from the RAND Corporation provides insight into teachers’ use of intervention programmes and the factors that may influence that use.
Laura Stelitano and colleagues used data from a sample of 4,402 teachers who indicated on the spring 2019 American Instructional Resources Survey (AIRS) that they teach English and/or maths. The survey asked teachers whether they used intervention programmes to support pupils who are performing below the required level for their year group in their respective subject area, and if so, to select the programmes they use from a list of common interventions.
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.
Source: Teachers’ use of intervention programs: Who uses them and how context matters (2020), Insights from the American Educator Panels, RAND Corporation, RR-2575/16-BMGF/SFF/OFF