The Long-Term Impact of NIFDI-Supported Implementation of Direct Instruction on Reading Achievement: An Analysis of Fifth Graders in the Baltimore City Public School System

dc.contributor.authorStockard, Jean
dc.date.accessioned2023-04-11T21:13:49Z
dc.date.available2023-04-11T21:13:49Z
dc.date.issued2008-09
dc.description41 pagesen_US
dc.description.abstractIn the mid 1990s, in response to very low reading achievement scores, the Baltimore City Public School System (BCPSS) implemented curricular reforms. Sixteen schools used Direct Instruction. All the Direct Instruction schools used the Reading Mastery Classic, Language for Learning, Language for Thinking, and Reasoning and Writing curricula. While all of these schools initially received technical support from the National Institute for Direct Instruction, five eventually ceased this support and used an alternative provider. Beginning in 1998 schools in the district that were not using Direct Instruction adopted Open Court as a standard reading curriculum. Scores were available from the Comprehensive Test of Basic Skills (CTBS) for all first graders and all fifth graders in BCPSS in the spring of 6 school years: 1997-1998 through 2002-2003.en_US
dc.identifier.urihttps://hdl.handle.net/1794/28163
dc.language.isoenen_US
dc.publisherNational Institute for Direct Instruction (NIFDI)en_US
dc.rightsCreative Commons BY-NC-ND 4.0-USen_US
dc.subjectTechnical Reporten_US
dc.subjectBaltimore City Public School System (BCPSS)en_US
dc.subjectLongitudinal Studyen_US
dc.titleThe Long-Term Impact of NIFDI-Supported Implementation of Direct Instruction on Reading Achievement: An Analysis of Fifth Graders in the Baltimore City Public School Systemen_US
dc.typeTechnical Reporten_US

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