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

Geoffrey D. Borman; Robert E. Slavin; Alan Cheung; Anne M. Chamberlain; Nancy A. Madden; Bette Chambers

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

Geoffrey D. Borman, Robert E. Slavin, Alan Cheung, Anne M. Chamberlain, Nancy A. Madden, Bette Chambers

Institute for Effective Education

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Abstract

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. (Contains 6 notes and 6 tables.)

Original language	English
Pages (from-to)	1-22
Number of pages	22
Journal	Educational Evaluation and Policy Analysis
Volume	27
Issue number	1
Publication status	Published - 1 Jan 2005

Access to Document

http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ737148

Cite this

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title = "Success for All: First-Year Results from the National Randomized Field Trial",

abstract = "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. (Contains 6 notes and 6 tables.)",

author = "Borman, {Geoffrey D.} and Slavin, {Robert E.} and Alan Cheung and Chamberlain, {Anne M.} and Madden, {Nancy A.} and Bette Chambers",

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AU - Borman, Geoffrey D.

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AU - Cheung, Alan

AU - Chamberlain, Anne M.

AU - Madden, Nancy A.

AU - Chambers, Bette

PY - 2005/1/1

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N2 - 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. (Contains 6 notes and 6 tables.)

AB - 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. (Contains 6 notes and 6 tables.)

M3 - Article

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JO - Educational Evaluation and Policy Analysis

JF - Educational Evaluation and Policy Analysis

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