Several evaluation formats were used to examine the impact that the Direct Instruction Model had on 600 selected students in Williamsburg County, South Carolina, over a 7-year period. The performance of students in the Direct Instruction Model was contrasted with the performance of similar students (on the basis of family income, ethnicity, percent with preschool experience, percent with female head of household, and chronological age) who were taught with the district's usual curriculum materials and methods. Students were tested in the basic skills of reading, mathematics, language, and spelling, and measures of self-esteem were taken. Students were compared on standardized tests of academic achievement, the South Carolina Test of Basic Skills, and retention rates at the end of the 12th grade. The direct instruction students showed significantly higher achievement than the local comparison students. Significantly higher results on affective measures were found as well. This report discusses problems facing rural isolated districts such as Williamsburg County and notes extreme poverty, high incidence of illiteracy, and extremely low academic achievement. Components of the Direct Instruction Model are described including innovative curriculum, increased time engaged in academic tasks, and staff development activities. Seven data tables are included. (JHZ)