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Students follow-up in H.S.: The Uvalde study

White, W.; Gersten, R.
Abstract:
This study examined the high school academic achievement of students in Uvalde Texas, who participated in Project Follow Through and were instructed with Direct Instruction (DI) programs during the first three years of elementary school. The academic achievement of similar students from the two previous academic years before the implementation of DI were included as a comparison group. Results indicate that students who received instruction with DI were more likely to graduate from high school, less likely to be retained in any grade, and demonstrated better attendance in the 9th grade. There were no appreciable differences between ninth grade DI students and comparison students’ achievement scores and grade point averages in high school. However, such differences are likely impacted by the differences in retention and drop-out rates. (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; retention rate; drop-out rate; graduation rate; attendance rate
Source:
DI News
Volume:
2
Number:
3
Pages:
15
Design type:
Longitudinal study
Fidelity monitored:
No
Students included:
Elementary students, secondary students, Chicano students, English language learners, English as a second language students
Location/Setting:
Uvalde, Texas, elementary school, high school

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