Research indicates that Response to Intervention (RTI) increases student achievement and significantly improves student academic and behavioral outcomes. RTI has demonstrated significant student gains in the elementary setting and research tends to be more heavily centered at the elementary level; however, RTI is expanding to being applied in the secondary setting. The purpose of this quantitative comparative study was to examine the impact that Response to Intervention (RTI) has in a middle school setting on students' overall literature grades, reading scores as assessed by the STAR Reading test and OSTP, attendance, and office discipline referrals using pretest and posttest data from 2017-2018 to 2018-2019. Bertalanffy's (1972) General Systems Theory was applied to examine the differences between the RTI processes within a middle school setting and outcomes of RTI. Paired sample t-test analyses revealed that all null hypotheses failed to be rejected and all alternative hypotheses failed to be accepted; however, there were still slight areas of improvement with the enhanced RTI framework as shown through the mean scores. Due to the challenges of RTI implementation at the secondary level, further research is needed to examine successful strategies and approaches to ensure effectiveness over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]