The Long-Term Impacts of Direct Instruction and the Maple Model: College Preparation and Readiness
| dc.contributor.author | Stockard, Jean | |
| dc.contributor.author | Carnine, Linda | |
| dc.contributor.author | Rasplica, Caitlin | |
| dc.contributor.author | Paine, Stan | |
| dc.contributor.author | Chaparro, Erin | |
| dc.date.accessioned | 2023-04-11T22:36:00Z | |
| dc.date.available | 2023-04-11T22:36:00Z | |
| dc.date.issued | 2015-07-06 | |
| dc.description | 16 pages | en_US |
| dc.description.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). | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/28170 | |
| dc.language.iso | en | en_US |
| dc.publisher | National Institute for Direct Instruction (NIFDI) | en_US |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | en_US |
| dc.subject | College Preparedness | en_US |
| dc.subject | Student Success | en_US |
| dc.subject | Academic Achievment | en_US |
| dc.subject | Technical Report | en_US |
| dc.title | The Long-Term Impacts of Direct Instruction and the Maple Model: College Preparation and Readiness | en_US |
| dc.type | Technical Report | en_US |