Direct Instruction is recognized as one of two effective models of comprehensive school reform and, in many cases, can be integrated into a tiered model system to address students with developing problems. The findings from Project Follow Through, conducted in a variety of selected communities throughout the United States, suggested that Direct Instruction is the most effective model for teaching academic skills and for affective outcomes (e.g., self-esteem) of children. Recent large-scale studies (1997–2003), such as the Baltimore Curriculum Project, show that it is possible to help schools that are in the lowest twenty percent with respect to academic achievement steadily improve until they are performing well above average. In some cases, school achievement improved from the 16th percentile to above the 90th percentile.