Abstract:
In 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. Eleven of these schools
received technical support from the National Institute for Direct Instruction throughout the time
period of this study, while the others ceased support or used an alternative provider. The
Comprehensive Test of Basic Skills (CTBS) was administered to all first graders in the spring of
6 school years: 1997-1998 through 2002-2003. Data were obtained from over 40,000 students on
reading vocabulary, comprehension, and a composite score.