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Morningside Academy

Johnson, K.
Abstract:
This study examines the effect of Direct Instruction programs on the academic achievement of low-performing students in one private school in the Pacific Northwest. Students attend the school for one to four years before returning to mainstream schools. The California Achievement Test (CAT) or the Metropolitan Achievement Test (MAT) were administered to students every year in September and June. Results from the CAT and the MAT indicated that on average, students gained 2.5 grade levels per school year and maintained this track record for ten years. Over that ten-year period, the average gains in language arts ranged from 1.6 to 3.8 grade levels per year, reading ranged from 2.0 to 2.8 grade levels per year, and math from 1.9 to 3.9 grade levels per year. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1997
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Direct Instruction; language; reading; mathematics; California Achievement Test; Metropolitan Achievement Test
Source:
Behavior and Social Issues
Volume:
7
Number:
1
Pages:
31-35
Design type:
Pretest posttest gain scores
Fidelity monitored:
No
Students included:
Kindergarten students, elementary students, secondary students, low-performing students, students with learning disabilities, remedial students
Location/Setting:
Private school, Seattle, Washington state
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