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ERIC Number: EJ908026
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1540-0077
Improving Elementary-Level Mathematics Achievement in a Large Urban District: The Effects of Direct Instruction
Stockard, Jean
Journal of Direct Instruction, v10 n1 p1-16 Win 2010
This paper examines changes in the average mathematics achievement of students in the Baltimore City Public School System (BCPSS) from 1998 to 2003, comparing students in schools that implemented Direct Instruction with students in other schools. First-grade students who received Direct Instruction had significantly higher levels of achievement on the Comprehensive Test of Basic Skills (CTBS) subtests of mathematics computations and mathematics concepts and applications. Differences were greater when measures of schools' sociodemographic context were controlled and as Direct Instruction became fully implemented and incorporated within the schools. Among students who began first grade in the BCPSS and remained in the same schools five years later as fifth graders, those who had received Direct Instruction as first graders had significantly higher scores on the measure of mathematics concepts and applications than students in the other schools. (Contains 5 tables.)
Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland