Final reading outcomes of the national randomized field trail of success for all

Geoffrey D. BORMAN, Robert E. SLAVIN, Chi Keung Alan CHEUNG, Anne M. CHAMBERLAIN, Nancy A. MADDEN, Bette CHAMBERS

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Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarchical linear model analyses of all three outcomes for both samples revealed statistically significant school-level effects of treatment assignment as large as one third of a standard deviation. The results correspond with the Success for All program theory, which emphasizes both comprehensive schoollevel reform and targeted student-level achievement effects through a multiyear sequencing of literacy instruction. Copyright © 2007 AERA.
Original languageEnglish
Pages (from-to)701-731
JournalAmerican Educational Research Journal
Issue number3
Publication statusPublished - Sept 2007


Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of success for all. American Educational Research Journal, 44(3), 701-731.


  • Educational policy
  • Experimental design
  • School reform
  • Success for All


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