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Education as Experimentation: A Planned Variation Model. Volume IV-D. Part I: A Longitudinal Study of Follow Through. Part II: A Study of Academic Risk

Ferb, T. E.; Larson, J. C.; Napior, D.; Mingolla, E.; Frey, P. E.; Nelson, B.
Abstract:
This study examines the results from Project Follow Through, specifically the effect of the eleven models on students’ academic achievement over four years. The study also examines whether program effects vary depending on a child’s preschool experience. The models examined include the Responsive Education Model, Tucson Early Education Model, Bank Street Model, Direct Instruction Model, Behavior Analysis Model, Cognitively Oriented Curriculum Model, Parent Education Model, EDC Open Education, Individualized Early Learning Program, Language Development Approach, and the California Process Model. Results indicate that students in the Direct Instruction and Behavior Analysis models produced greater progress than comparison students in non-Follow Through models. Additionally, students in the Direct Instruction and Behavior Analysis models demonstrated larger gains than students in comparison groups more often than students in the other Follow Through models. Students who demonstrated less gains over the first two years of instruction appear to more frequently be from Head Start preschool groups than other preschool groups. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1977
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Project Follow Through; reading; math; Direct Instruction; Behavior Analysis Model
Source:
Cambridge, MA: Abt Associates, Inc.
Design type:
Longitudinal study, pretest posttest control group design
Fidelity monitored:
No
Students included:
Elementary students
Location/Setting:
Elementary school

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