The purpose of this study was to determine if implementing a mathematics response-to-intervention program increases student achievement on the State of Texas Assessments of Academic Readiness mathematics test among fourth-grade students. The goal of this study was to determine if implementation leads to increased student performance among the identified fourth-grade student groups on the State of Texas Assessments of Academic Readiness mathematics test.

A causal comparative action research design involving between-subjects two-way analysis of variance was used to determine whether implementing a mathematics response-to-intervention model increases student achievement on the State of Texas Assessments of Academic Readiness mathematics test among fourth-grade African-American and Hispanic students. Permission to conduct the study was submitted to the DFW Academy's District Office v of Research, Assessment, and Accountability to obtain fourth-grade student data for years 2013--2014, 2014--2015, and 2015--2016.

The study involved determining the effects of a mathematics response-to-intervention program among various demographic groups using three years of available data regarding student exposure to mathematics skill-building activities for 30 minutes each school day, 4 days per week. Research Question 1 showed that there was no significant difference in performance on the fourth-grade State of Texas Assessments of Academic Readiness mathematics test for students of different ethnicities (Hispanic vs. African-American) or for students who received response to intervention compared to those who did not. Research Question 2 showed that there was a significant difference on the fourth-grade State of Texas Assessments of Academic Readiness mathematics test for students who received response to intervention compared to those who did not, regardless of their ethnicities. In Research Question 3 the researcher found no significant difference in performance on the fourth-grade State of Texas Assessments of Academic Readiness mathematics test for students of different ethnicities (Hispanic vs. African-American), regardless whether or not they received mathematics response to intervention.