Abstract:
This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct
Instruction programs were related to student achievement. Data from three studies showed that administrative decisions
that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules were
related to lower levels of teacher fidelity, student progress at mastery, and student achievement. Most results were
statistically significant and had large associated effect sizes. Implications for practice and policy are discussed.