The Long-Term Impacts of Direct Instruction and the Maple Model: College Preparation and Readiness
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Date
2015-07-06
Authors
Stockard, Jean
Carnine, Linda
Rasplica, Caitlin
Paine, Stan
Chaparro, Erin
Journal Title
Journal ISSN
Volume Title
Publisher
National Institute for Direct Instruction (NIFDI)
Abstract
This report examines the high school accomplishments and preparation for college of
students from a high poverty school in the northwestern United States who had varying
degrees of exposure to Direct Instruction in elementary school. Data were gathered from
cumulative school records several years after the students would have completed high
school. The results indicate that students taught with Direct Instruction early in their school
career were significantly more likely to be prepared to enter higher education – enrolling in a
traditional academic program, finishing a college prep mathematics class, and taking
Advanced Placement courses and/or college entrance examinations (Figure 1). Among
those enrolled in traditional academic programs, those with early exposure to Direct
Instruction also ranked higher in their high school graduating class and were more likely to
have a GPA high enough to qualify for college admission (Figure 2).
Description
16 pages
Keywords
College Preparedness, Student Success, Academic Achievment, Technical Report