ERIC Number: ED239220
Record Type: Non-Journal
Publication Date: 1983-Dec
Reference Count: N/A
Direct Instruction: A Project Follow Through Success Story. Technical Report No. 302.
Meyer, Linda A.; And Others
The Follow Through Project at New York City's P.S. 137 has demonstrated that even students from highly disadvantaged areas can match the academic accomplishments of their middle class peers. Begun in 1968, the project involved 12 classrooms at the kindergarten through grade 3 levels and used a direct instruction model featuring (1) a consistent focus on academic objectives; (2) high allocations of time to small group instruction in reading, language, and math; (3) a carefully sequenced Distar curriculum; (4) preservice and inservice teacher training; and (5) a comprehensive system for monitoring both the rate of students' progress and their mastery of the materials covered. Reasons for the project's success included the administration's commitment, parental support, and the continuity and structure that the instructional model gave to a system with a high staff turnover rate. Evaluations conducted by a variety of sources indicated that P.S. 137 students' achievement scores compared favorably with students from similar backgrounds. In addition, the local school district's review of long term effects showed that Follow Through students maintained mean scores at or above grade level in grades 4 and 5. (Tables summarizing evaluation findings are included.) (MM)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.