Jean Stockard is a sociologist.Timothy W. Wood is a historian.Cristy Coughlin is an educational psychologist.Caitlin Rasplica Khoury is a licensed child psychologist.

All Students Can Succeed describes how to break out of the stagnant levels of US student achievement, particularly with underserved students. Siegfreid Engelmann’s Direct Instruction programs were the first to fully incorporate systematic and explicit principles. Beginning in the 1960s and continuing over five decades, these programs, when implemented with fidelity, showed outstanding gains in student achievement and self-confidence, according to both practical (with large effect sizes) and statistical criteria. In contrast, not one study showed negative effects that met both the practical and statistical criteria. All Students Can Succeed explains why these programs were and continue to be so successful, why they are not utilized on a large scale in American schools, and most importantly how they might be used in future years to dramatically reduce school failure and accelerate academic and social success.

• PrefaceChapter One: The Problem and a Potential SolutionChapter Two: Methods and ProceduresChapter Three: A Historical View of Direct InstructionChapter Four: Does Research Methodology Affect Estimates of DI’s Effectiveness?Chapter Five: Does DI Work in Different Settings and with Different Subject? Chapter Six: Starting Early and Doing it RightChapter Seven: What Does It All Mean? Implications for the FutureList of Terms and AcronymsAppendix A: Methodological DetailsAppendix B: Reports ExaminedAppendix C: Direct Instruction Programs: 1969-2014

Jean Stockard is a sociologist.Timothy W. Wood is a historian.Cristy Coughlin is an educational psychologist.Caitlin Rasplica Khoury is a licensed child psychologist.

All Students Can Succeed describes how to break out of the stagnant levels of US student achievement, particularly with underserved students. Siegfreid Engelmann’s Direct Instruction programs were the first to fully incorporate systematic and explicit principles. Beginning in the 1960s and continuing over five decades, these programs, when implemented with fidelity, showed outstanding gains in student achievement and self-confidence, according to both practical (with large effect sizes) and statistical criteria. In contrast, not one study showed negative effects that met both the practical and statistical criteria. All Students Can Succeed explains why these programs were and continue to be so successful, why they are not utilized on a large scale in American schools, and most importantly how they might be used in future years to dramatically reduce school failure and accelerate academic and social success.

• PrefaceChapter One: The Problem and a Potential SolutionChapter Two: Methods and ProceduresChapter Three: A Historical View of Direct InstructionChapter Four: Does Research Methodology Affect Estimates of DI’s Effectiveness?Chapter Five: Does DI Work in Different Settings and with Different Subject? Chapter Six: Starting Early and Doing it RightChapter Seven: What Does It All Mean? Implications for the FutureList of Terms and AcronymsAppendix A: Methodological DetailsAppendix B: Reports ExaminedAppendix C: Direct Instruction Programs: 1969-2014

Jean Stockard is a sociologist.Timothy W. Wood is a historian.Cristy Coughlin is an educational psychologist.Caitlin Rasplica Khoury is a licensed child psychologist.

All Students Can Succeed describes how to break out of the stagnant levels of US student achievement, particularly with underserved students. Siegfreid Engelmann’s Direct Instruction programs were the first to fully incorporate systematic and explicit principles. Beginning in the 1960s and continuing over five decades, these programs, when implemented with fidelity, showed outstanding gains in student achievement and self-confidence, according to both practical (with large effect sizes) and statistical criteria. In contrast, not one study showed negative effects that met both the practical and statistical criteria. All Students Can Succeed explains why these programs were and continue to be so successful, why they are not utilized on a large scale in American schools, and most importantly how they might be used in future years to dramatically reduce school failure and accelerate academic and social success.

• PrefaceChapter One: The Problem and a Potential SolutionChapter Two: Methods and ProceduresChapter Three: A Historical View of Direct InstructionChapter Four: Does Research Methodology Affect Estimates of DI’s Effectiveness?Chapter Five: Does DI Work in Different Settings and with Different Subject? Chapter Six: Starting Early and Doing it RightChapter Seven: What Does It All Mean? Implications for the FutureList of Terms and AcronymsAppendix A: Methodological DetailsAppendix B: Reports ExaminedAppendix C: Direct Instruction Programs: 1969-2014