Abstract
A longitudinal study of student growth gains was conducted in Title I schools to assess growth in reading comprehension and critical thinking. Results suggested that all students benefited from the intervention of Project Athena units of study designed for high-ability learners. In addition, the study suggested that the comparison curriculum also benefited learners. Implications for practice include the use of high-level curriculum with all learners to elevate instruction and enhance critical thinking. Implications for scholarship include the need for studies that examine the specific nature of gains for different types of learners and schools using hierarchical linear modeling techniques.
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