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Long-Term Academic Effects of the Direct Instruction Project Follow Through

Meyer, L.
This study examined the long-term effects of the DISTAR model used at one Project Follow Through site in Brooklyn New York. Students were instructed with DISTAR for either three or four years prior to testing at the end of third grade. The author sought to measure students’ academic performance in high school, whether they graduated high school or dropped out, and if they applied to college. The long term achievement of DISTAR students was compared to students in the same school district who were instructed with an alternative program. Additionally, students’ achievement in math and reading in the third grade was compared to their performance in the ninth grade. Results indicated there was a significant difference between the percentage of students who graduated, were retained, dropped out, and applied to and accepted to college. The DISTAR students were favored in all categories in comparison to the control group. Additionally, results indicated that students in the DISTAR group demonstrated greater achievement in high school math and reading skills than students in the control group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
The Elementary School Journal
Design type:
Posttest Only Control Group Design and Longitudinal study
Fidelity monitored:
Students included:
Disadvantaged students, African American students, Puerto Rican students, kindergarten students, elementary students, secondary students
Other tags:
Project Follow Through, DISTAR, reading, math, language, college acceptance, drop out, California Achievement Test (CAT), Wide Range Achievement Test (WRAT), Slossum IQ test, Metropolitan Achievement Test (MAT)
PP.S. 137, the Bainbridge School in Brooklyn’s Ocean Hill-Brownsville section, New York, elementary school, high school, inner-city

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