Direct Instruction, Comprehensive School Reform, and Student Achievement
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Date
2015-07-05
Authors
Stockard, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
National Institute for Direct Instruction (NIFDI)
Abstract
A large body of evidence has documented the effectiveness of Direct Instruction as a whole
school reform model. With support from the U. S. Department of Education, Geoffrey
Borman and colleagues (Borman, Hewes, Overman, & Brown, 2003) conducted a large-scale
meta-analysis review of the comprehensive school reform literature. They identified 29
reform models for their analysis, all of which had at least one study of achievement effects
that would allow the computation of effect sizes. To be included in the analysis a model had
to have been replicated in 10 or more schools. From an extensive literature search 232 studies of the reform models were identified. There
were substantially more studies of Direct Instruction than of any other model. The median
number of studies identified for the models was 4, and the median number of effect sizes
found for each model was 23. In contrast, there were 49 studies of Direct Instruction (21%
of the total), with 182 effects (16% of the total) (p. 141). Only seven of the 232 studies had
evidence from randomized experiments, and 5 of these seven were of Direct Instruction (p.
163). Thus, there was considerably more evidence regarding the efficacy of DI than for the
other models.
Description
6 pages
Keywords
Technical Report, Review, Efficacy Study