Studies of the Efficacy of Direct Instruction Mathematics Programs

The research examines the efficacy of Direct Instruction (DI) mathematics programs, including DISTAR Arithmetic and Connecting Math Concepts, across various grade levels across 13 different research studies. The studies span kindergarten to seventh grade and involve diverse settings such as public schools, charter schools, private schools, and high-poverty schools in multiple states, including Oregon, Maryland, Pennsylvania, Wisconsin, and Michigan. The research includes thousands of students, with individual studies focusing on smaller groups ranging from 16 preschoolers to over 45,000 first graders.

Methodologies used include pretest-posttest designs, longitudinal panel designs, cohort comparison designs, and randomized controlled trials. Statistical analyses such as effect size calculations, ANOVA, and regression were employed to assess outcomes. Outcomes examined include standardized tests like the Stanford Achievement Test, Comprehensive Test of Basic Skills, Iowa Test of Basic Skills, and curriculum-based assessments.

Results consistently show significant improvements in math achievement for students exposed to DI programs compared to control groups. Three examples are summarized here. For example, kindergarten students in Arthur Academies moved from at or below national norms to outperforming their peers by the end of the year across multiple years. In Baltimore, a study examining performance across first through fifth grade found that students in DI schools had a significantly larger increase in concepts and applications across the school year compared to students in non-DI schools (effect size 0.61 vs 0.32). Another example shows that in schools where 87% of students qualified for free or reduced lunch, DI students performed gained more than one year in grade-equivalent scores on the KTEA-C while DI students considered academically talented gained more than two years in grade-equivalent scores.

Overall, DI programs demonstrated statistically significant and educationally meaningful gains in math achievement across diverse settings and student populations.