The purpose of this study was to examine the relationship between the implementation of the Response to Intervention (RTI) model CompassLearning Odyssey and the performance of middle school language arts students on the Discovery Education Test B and Tennessee Comprehensive Assessment Program (TCAP) along with examining teacher perceptions of high performers. The sample consisted of 16 middle schools (sixth, seventh, and eighth grade) in a West Tennessee public school district where CompassLearning Odyssey (RTI) was implemented for all learners and one school in the district where a CompassLearning Odyssey Spiral-Up (RTI) model was implemented for high-performing language arts students. A Pearson product-moment correlation coefficient and t test were used to determine if a relationship existed between the implementation of RTI and high-stakes test scores. The findings of this study indicated a statistically significant positive correlation between the implementation of an RTI model for high performers and improved test scores. However, no statistical significance was shown between the implementation of RTI and improved value-added scores on the Tennessee Report Card based on TCAP scores. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]