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The Baltimore curriculum project: Final report of the four-year evaluation study

Mac Iver, M. A.; Kemper, E.; Stringfield, S.
Abstract:
This study examined the effect of Direct Instruction and Core Knowledge programs in six elementary schools during the implementation of the four-year Baltimore Curriculum Project. Each of the six schools was demographically matched with similar schools within the same district to serve as control groups. Two cohorts of students were followed during the four year intervention, those in kindergarten and those in the second grade during the first year of implementation. Results varied depending on the subject, grade level, and instructional program. Students in DI schools demonstrated rapid growth in mathematics computation. DI students in the kindergarten cohort, on average, demonstrated a gain from the 16th percentile at the end of the first grade to the 48th percentile at the conclusion of third grade, while the control group recorded an average gain from the 27th to 36th percentile. Scores were similar for students in the second grade cohort. Results for reading comprehension indicated that DI students in the kindergarten cohort were, on average, reading at grade level by the end of the third grade, demonstrating an average increase from the 17th to 49th percentile. DI students from the second grade cohort were, on average, approaching grade level by the end of fifth grade. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2003
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; math; reading; language; spelling; reading comprehension; oral reading fluency; Peabody Picture Vocabulary Test; Comprehensive Test of Basic Skills; Core Knowledge
Source:
Center for Research on the Education of Students Placed At Risk
Design type:
Pretest posttest control group design with matched comparisons, longitudinal study
Fidelity monitored:
Yes
Students included:
Kindergarten students, elementary students, at-risk students, African American students
Location/Setting:
Baltimore, Maryland, elementary school, public school

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