Success for All: First-Year Results from the National Randomized Field Trial

This article reports first-year achievement outcomes of a national randomized evaluation of Success for All, a comprehensive reading reform model. Forty-one schools were recruited for the study and were randomly assigned to implement Success for All or control methods. No statistically significant d...

Full description

Saved in:
Bibliographic Details
Published in:Educational evaluation and policy analysis 2005, Vol.27 (1), p.1-22
Main Authors: Borman, Geoffrey D., Slavin, Robert E., Cheung, Alan, Chamberlain, Anne M., Madden, Nancy A., Chambers, Bette
Format: Article
Language:English
Subjects:
Academic achievement
Control Groups
Education policy
Educational Change
Educational evaluation
Educational Policy
Educational reform
Educational Research
Educational Researchers
Elementary schools
Experimental Groups
Experimentation
Instructional Effectiveness
Kindergarten
Kindergarten education
Modeling
Multilevel models
Posttests
Pretests
Reading
Reading Comprehension
Reading Instruction
Reading Programs
Research methodology
Statistical significance
Statistical variance
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article reports first-year achievement outcomes of a national randomized evaluation of Success for All, a comprehensive reading reform model. Forty-one schools were recruited for the study and were randomly assigned to implement Success for All or control methods. No statistically significant differences between experimental and control groups were found in regard to pretests or demographic characteristics. Hierarchical linear model analyses revealed a statistically significant school-level effect of assignment to Success for All of nearly one quarter of a standard deviation-or more than 2 months of additional learning-on individual Word Attack test scores, but there were no school-level differences on the three other posttest measures assessed. These results are similar to those of earlier matched experiments and correspond with the Success for All program theory.
ISSN:0162-3737
1935-1062
DOI:10.3102/01623737027001001