Direct Instruction: A Project Follow Through Success Story in an Inner-City School

  title={Direct Instruction: A Project Follow Through Success Story in an Inner-City School},
  author={Linda A. Meyer and Russell Monroe Gersten and Joan Gutkin},
  journal={The Elementary School Journal},
  pages={241 - 252}
The Elementary School Journal Volume 84, Number 2 o 1983 by The University of Chicago. All rights reserved. 0013-5984/84/8402-0007$01.00 A variety of large-scale field studies have consistently shown that the average reading and math achievement levels of lowincome, minority students usually are at the 20th-28th percentiles by the end of third grade, virtually a year below grade level (Moliter, Watkin, Napior, & Proper 1977; National Assessment of Educational Progress 1979; Ozenne et al. 1976… 
Long-Term Academic Effects of the Direct Instruction Project Follow Through
The Elementary SchoolJournal Volume 84, Number 4 ? 1984 by The University of Chicago. All rights reserved. 0013-5984/84/8404-0002$01.00 It has been 15 years since the Project Follow Through program
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The achievement gap between minority youth and the majority population in the United States is well documented (Johnston & Viadero, 2000). In order to reduce this gap and avail children of poverty of
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In Whiteville City Schools, beginning third grade students have a reading achievement gap as evidenced by students who score Level 3 or 4 on the Third Grade Pre-Test. Historically, the largest gap
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Clearly, student learning depends on how the available time is used, not just the amount of time available. Researchers at the Far West Laboratory initiated the idea of' Allocated Academic Learning
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T hough Follow Through was originally conceived in 1967 to be a largescale compensatory education program extending Head Start services through third grade, budget problems quickly reduced it to a
Effective Schools for the Urban Poor
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Quasi-Experimentation: Design and Analysis Issues for Field Settings (Book)
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(1982). Quasi-Experimentation: Design and Analysis Issues for Field Settings (Book) Journal of Personality Assessment: Vol. 46, No. 1, pp. 96-97.