ERIC Number: ED236162
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
The Later Effects of Direct Instruction Follow Through: Preliminary Findings. Draft.
Gersten, Russell; Carnine, Douglas
The present study examines the impact of the Direct Instruction (DI) program on the high school careers of the economically disadvantaged students who participated in the DI model of Project Follow Through. The study involves six sites: East St. Louis; New York City; Flint, Michigan; Williamsburg County, South Carolina; and Uvalde, Texas. A preliminary analysis of the data shows that DI students are more likely to receive a high school diploma, are less likely to be retained in any grade, and show better attendance in ninth grade. The results do not show appreciable differences between ninth grade Follow Through and non-Follow Through students in achievement scores or high school grade averages, but such differences are likely to be concealed by the differences in retention and dropout rates. The six studies, though preliminary, consistently show that 3 or 4 years of an effective, academically oriented program in the primary grades had an enduring, positive impact on the academic aspects of students' lives. (BW)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Direct Instruction Follow Through Project; Project Follow Through
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 11-15 1983).