This paper reports achievement outcomes of a national randomized evaluation of Success for All (SFA), 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. Three of these (all in St. Louis) were closed in the second year of the study, leaving a sample of 20 SFA and 18 control schools. No statistically significant differences were found on pretests or demographic characteristics between experimental and control groups. Hierarchical linear model analyses of second-year data revealed a statistically significant school-level effect of assignment to Success for All of nearly one quarter of a standard deviation on three individually administered reading assessments. These results are similar to those of earlier matched experiments and correspond with the Success for All program theory. This paper will present analyses of data from the third and final year.
|Publication status||Published - Apr 2006|
CitationSlavin, R., Borman, G. D., Cheung, A., Chamberlain, A. M., Madden, N. & Chambers, B. (2006, April). Success for all: Third-year results from the national randomized experiment. Evaluating Comprehensive School Reform in Schools, Districts, and States. Symposium conducted at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.
- Primary Education
- Theory and Practice of Teaching and Learning