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DI Follow Through students show fewer dropouts, fewer retentions, and more high school graduates

Gersten, R.; Keating, T.
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 five sites: East St. Louis; New York City; Flint, Michigan; Williamsburg County, South Carolina; and Cherokee, North Carolina. In review of data from the sites, results indicate that three to four years of DI has an enduring, positive impact on the academic aspects of students’ lives. Results indicate that students who received DI were less likely to drop out and more likely to graduate from high school than comparison students. Results were strongest for students who received more years of instruction with DI. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1983
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Project Follow Through; DISTAR; reading; math; language; dropout rate; graduation rate
Source:
DI News
Volume:
2
Number:
3
Pages:
1, 14-15
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:
Kindergarten, elementary school, high school, East St. Louis, New York City, Flint, Michigan, Williamsburg County, South Carolina, Cherokee, North Carolina, rural area, urban area

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