The later effects of Direct Instruction Follow Through: Preliminary findings

Gersten, R.; Carnine, D.

Abstract:

This study examined the effect of Direct Instruction (DI) programs on the high school careers of low-SES students who participated in Project Follow Through as elementary students. The study analyzed data from six sites: East St. Louis; New York City; Flint, Michigan; Williamsburg County, South Carolina; and Uvalde, Texas. In review of data from the six sites, results indicate that three to four years of DI has an enduring, positive impact on the academic aspects of students’ lives. DI students are more likely to receive a high school diploma, are less likely to be retained in any grade, and have better attendance in the ninth grade than non-DI students. Results did not demonstrate appreciable differences between ninth grade DI and non-DI students in achievement scores or high school grade averages, but these differences are likely to be concealed by the difference in retention and dropout rates. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

1983

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

Project Follow Through; DISTAR; graduation rate; retention; attendance; math; reading; language

Source:

Paper presented at the 67th Annual Meeting of the American Educational Research Association, Montreal, Quebec, April 11-15, 1983. (ERIC Document Reproduction Service No. ED236162)

Design type:

Longitudinal study

Fidelity monitored:

No

Students included:

Elementary students, secondary students, kindergarten students, low-SES students, at-risk students, Hispanic students, African American students, Native American students

Location/Setting:

East St. Louis; New York City; Flint, Michigan; Williamsburg County, South Carolina; and Uvalde, Texas; elementary school; high school, rural area, urban area