Present national methodological standards for evaluating the credibility of the design of individual research studies have resulted in findings reporting the pre-­post effectiveness of Direct Instruction programs to be eliminated from consideration by educational leaders involved in making curricular decisions intended to advance local school reform initiatives. Presented is an evaluative framework based on the logic of multiple-baseline designs developed in behavior analysis (Sidman, 1960) that, in combination with multi-level statistical analysis, provides a sound basis for the evaluation of the achievement impact of Direct Instruction programs useful to educational leaders faced with making decisions to adopt school curricula to improve student achievement. Summarized is: (a) the history and status of Direct Instruction programs as effective tools in school reform, (b) a methodological rationale for the use of a multiple-baseline design framework in the evaluation of Direct Instruction programs, (c) an illustrative application of the proposed methodology for combining existing achievement data to evaluate the impact of Direct Instruction reading programs previously implemented across multiple school sites, and (d) the implications for using the methodological framework in conjunction with other evaluative approaches in support of advocacy for Direct Instruction programs.