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Using school reform models to improve reading achievement: A longitudinal study of Direct Instruction and Success For All in an urban district

Ross, S.; Nunnery, J.; Goldfeder, E.; McDonald, A.; Rachor, R.; Fleischman, S.
Abstract:
This study compared the effectiveness of two instructional programs Direct Instruction (DI) and Success for All) on the academic achievement of elementary students in an urban school district. DI was implemented in nine elementary schools and Success for All was implemented in two schools. The Ohio Proficiency Test and Stanford Achievement Test were administered to measure student achievement. Students at the remaining schools in the district not using DI or Success for All served as a comparison for student achievement. Results indicated that schools that implemented DI or Success for All demonstrated student achievement comparable to other schools after statistically adjusting for school and student variables. Neither program produced significantly different pretest-posttest slopes than expected for district schools with similar levels of poverty for all grade levels and years. Additionally, neither program demonstrated differential benefits for low or high achievers compared to students receiving the district’s typical instructional program. The authors noted problems with implementation fidelity in the DI schools may have affected student achievement and teacher perceptions of the program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2004
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Whole school reform; Success for All; comprehensive school reform; Ohio Proficiency Test; Stanford Achievement Test; teacher satisfaction
Source:
Journal of Education for Students Placed at Risk
Volume:
9
Pages:
357-389
Design type:
Pretest Posttest Control Group with Statistical Controls, longitudinal design
Fidelity monitored:
Yes
Students included:
Elementary students, low-SES students, African American students, Caucasian students, at-risk students, general education students
Location/Setting:
Toledo, Ohio, public school, urban area, elementary school
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