A new research report from the RAND Corporation provides insight into teachers' use of intervention programs 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 math. The survey asked teachers whether they used intervention programs to support students who are performing below grade level in their respective subject area, and if so, to select the programs they use from a list of common interventions.
The report found that, overall, intervention programs were used less often for math and in high schools. Teachers were more likely to use intervention programs in English (62%) than in math (52%). Although high school teachers were least likely to use an intervention program than elementary or middle school teachers, 42% of high school teachers reported using a reading or math intervention. The report also found that teachers' use of intervention programs 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 programs in English. However, the use of math intervention programs did 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 programs, the quality of the programs they are using, and how they are using the interventions to support learning.