Commitment to Direct Instruction Increases Reading Scores at Cleveland School

The case study examines the implementation of SRA/McGraw-Hill’s Direct Instruction programs at Daniel E. Morgan Elementary School in Cleveland, Ohio, a public school serving Grades Pre-K–5. The school is located in an urban setting and has a student population of 425, with 98% African American and 2% multicultural students. All students qualify for free or reduced-price lunch. Direct Instruction was introduced during the 1996–1997 school year in Grades K–1 to address low reading-readiness skills among incoming students. The program included Language for Learning and Reading Mastery curricula. Outcomes were measured using the Ohio Achievement Test, focusing on Grade 4 reading proficiency levels. Results showed significant improvement in reading scores over time. Before implementation, only 23% of Grade 4 students were reading at or above the proficient level. By 2000, this increased to 29%, and scores continued to rise, peaking at 75% in 2006 after teacher acclimation to the program. Temporary declines in 2004–2005 were attributed to staff turnover. Teachers and parents expressed strong support for the program, noting rapid progress in reading skills, with Kindergarten students beginning to read by January each year. The case study highlights the program’s effectiveness in improving reading proficiency among students in a high-poverty, urban school setting.