What is the total number of people/budget for R&D in DI? What portion of that is outside of Eugene Oregon?
I'm not privy to the inner workings of the various DI organizations like ADI and NIFDI and the Becker/Engelmann Corp, but I do know they are small organizations.
Why are not more of the materials made targeted at the home school market? 100 math lessons, 100 writing lessons..etc.
This is probably a licensing issue with SRA. I agree that it would be a good idea to adapt the DI materials for the homeschooling crowd which is a big untapped market.
It seems to me that DI is good at instilling basic skills, probably to about the 5th grade level. But that there must be a transition at some point to a more conceptual, self directed learning style after that. Such that an properly prepared 5th grader (or 6th or 7th etc) should be able to be given a algebra book and expected to learn form it and ask questions every few days if they need help. Given that I know this happens with some kids, I think it good to figure out if this could happen with more kids. Part of this also has to deal with instilling an internal drive, because an unmotivated child being given an algebra book isn't going to get real far.
Drawing back a bit, DI can be used to transmit known systematized information, but at some point the learner needs to get beyond that into creating knowledge of their own...it seems like there should be some more transitions between DI and Graduate School, but I am not sure what those transitions look like.
I am somewhat familiar with most of the DI classroom materials. Most of the scaffolding is systematically removed between level 1 and level 6 with the intention that students completing level 6 should be ready for instruction in a more traditional classroom setting or independent work.
I don't know how successful this transition is with lower performers; the data is scant.
Does DI have any long term affect on measured IQ?
I doubt it. I doubt it even has an effect in the short term. The Follow Through students all took Ravens Progressive Matrix tests (which is highly g-loaded) which did not show significant improvement in IQ. However, IQ is often estimated from achievement tests and on achievement tests the DI students showed substantial improvement in achievement and IQ in the short term. But, the achievement tests require further achievement gains to maintain gains, so its difficult to attribute this achievement to DI once the students are out of DI.
What can be done to improve long term IQ?
Presently, it appears that we don't know of anything that is capable of improving IQ past adolescence.
What can be done to maximize a persons ability to capitalize on the IQ that they have? (outside if DI)
Clear teaching and sufficient practice for retention.