Direct Instruction Reduces Special Education Referrals in Louisiana School District by Half

Rapides Parish School District in Alexandria, Louisiana, implemented McGraw Hill Direct Instruction programs—Reading Mastery, Corrective Reading, and Language for Learning—beginning in the 2006–2007 school year. Initially introduced in three elementary schools, the initiative expanded to 15 additional schools the following year. The district serves approximately 23,980 students in grades Pre-K through 12, with a population that is 53% Caucasian, 44% African American, and 63% qualifying for free or reduced-price lunch.

The programs focused on early reading intervention for at-risk students, particularly those likely to be referred for special education. Outcomes examined included special education referral and qualification rates, reading proficiency on the Louisiana Educational Assessment Program (LEAP), and school discipline records.

After one year, special education referrals decreased by 50%, and the percentage of referred students qualifying for special education dropped by 58%. Grade 4 LEAP results improved notably, Acadian Elementary saw an increase from 45% to 49% of students meeting promotional standards, while North Bayou Elementary rose from 47% to 70%. Discipline referrals at North Bayou fell from an annual average of 70 to zero. Educators reported that students demonstrated greater reading fluency, engagement, and motivation, contributing to improved classroom behavior and academic performance.

The district collaborated with Dr. James M. Patton of The College of William and Mary to address disproportionality in special education identification. His observations linked reading improvement through Direct Instruction to reductions in misidentification and increased equity in student placement.