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Entry IQ and yearly academic growth of children in Direct Instruction programs: A longitudinal study of low SES children

Gersten, R.; Becker, W.; Heiry, T.; White, W.
This article retrospectively examined data collected during Project Follow Through to explore whether there were differences in achievement gains between low-income students entering school with high IQs and students entering with lower IQs. All students in this evaluation received the Direct Instruction educational model. Students were administered IQ tests upon entry into school, and achievement was measured yearly. Results indicate that, while there were a few exceptions, overall, the academic growth of students with lower IQs was not significantly different than the gains made by students with high IQs. The exceptions included third grade reading and students whose IQs were below 71, where significant differences between IQ groups were found. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Project Follow Through, DISTAR, language, math, reading
Educational Evaluation and Policy Analysis
Design type:
One Group Pretest-Posttest
Fidelity monitored:
Students included:
Kindergarten Students, First Grade Students, Second Grade Students, Third Grade Students, At-risk Students, African American Students, Native American Students, Hispanic Students
Other tags:
Project Follow Through, DISTAR, language, math, reading, Wide Range Achievement Test (WRAT), Slosson Intelligence Test (SIT), Metropolitan Achievement Test (MAT)
Midwest: East North Central, Midwest: West North Central, South: East South Central, South: West South Central, South: South Atlantic, Northeast: Middle Atlantic, Northeast: New England, West: Mountain, Elementary School

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