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Closing the achievement gap: The implementation of Direct Instruction in Whiteville City Schools

Frink-Lawrence, V.
This study examined the implementation of Direct Instruction (DI) programs in one Whiteville City school, in an attempt to increase student achievement and proficiency, and reduce the achievement gaps among its students. On average, students in the third grade recorded proficiency levels lower than the state average as well as comparable local schools. Achievement gaps had also been identified among African American and Caucasian students in both math and reading. Direct Instruction was implemented in all grades including kindergarten, with students receiving either Language for Learning or Reading Mastery. Changes in student achievement were determined by comparing scores on a state pretest for 3rd grade students over a four year period. Results indicated that following the implementation of DI, student achievement and proficiency increased, and the achievement gaps were reduced. The racial achievement gap decreased in reading from 46% in the fall of 1998 to 18.2% in the fall of 2001. The racial achievement gap for math decreased from 48.2% in the fall of 1998 to 24% in the fall of 2001. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Language for Learning; Reading Mastery; reading; math; language
Unpublished Masters Thesis (University of North Carolina at Wilmington)
Design type:
Cohort Control Group Design, Cohort Control Group Historical Comparison Design, and Longitudinal study
Fidelity monitored:
Students included:
At-risk students, African American students, Caucasian students, elementary students, kindergarten students
North Carolina, elementary school
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