Evaluation of Response to Intervention Practices for Elementary School Reading. Executive Summary. NCEE 2016-4000.

By R. Balu, Pei Zhu, F. Doolittle, Ellen P. Schiller, J. Jenkins, R. Gersten. 2015

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How evidence-based reform will transform research and practice in education (2020, background): “However, studies of RTI do not find it to be effective (Balu et al., 2015), because RTI principles are rarely fully implemented (Fuchs & Fuchs, 2017; Ruffini, Miskell, Lindsay, McInerney, & Waite, 2016).”
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools (2021, background): “Such outcomes are very difficult to determine, because in a nationally mandated program, it is impossible to identify control groups not using RTI (see Balu et al, 2015; Fuchs & Fuchs, 2017).”
Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks (2017, background): “Because only 62% of impact schools had at least one student at Tiers 1, 2, and 3 (Balu et al., 2015, pp. 49, 52), it is likely that some students who read just below the screening cut point did not receive intervention when they should have.”