The National Randomized Field Trial of Success for All: Second-Year Outcomes

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

The National Randomized Field Trial of Success for All: Second-Year Outcomes

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

Institute for Effective Education

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Abstract

This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and "in-mover" (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model analyses involving the longitudinal sample revealed statistically significant school-level effects of assignment to Success for All on three of the four literacy outcomes measured. Effects were as large as one quarter of a standard deviation--a learning advantage relative to controls exceeding half of a school year. Impacts for the combined longitudinal and in-mover sample were smaller in magnitude and more variable. The results correspond with the Success for All program theory, which targets school-level reform through multiyear sequencing of intensive literacy instruction. (Contains 5 tables and 3 notes.)

Original language	English
Pages (from-to)	673-696
Number of pages	24
Journal	American Educational Research Journal
Volume	42
Issue number	4
Publication status	Published - 1 Jan 2005

Access to Document

http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ737135

Cite this

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title = "The National Randomized Field Trial of Success for All: Second-Year Outcomes",

abstract = "This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and {"}in-mover{"} (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model analyses involving the longitudinal sample revealed statistically significant school-level effects of assignment to Success for All on three of the four literacy outcomes measured. Effects were as large as one quarter of a standard deviation--a learning advantage relative to controls exceeding half of a school year. Impacts for the combined longitudinal and in-mover sample were smaller in magnitude and more variable. The results correspond with the Success for All program theory, which targets school-level reform through multiyear sequencing of intensive literacy instruction. (Contains 5 tables and 3 notes.)",

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AU - Borman, Geoffrey D.

AU - Slavin, Robert E.

AU - Cheung, Alan C. K.

AU - Chamberlain, Anne M.

AU - Madden, Nancy A.

AU - Chambers, Bette

PY - 2005/1/1

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N2 - This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and "in-mover" (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model analyses involving the longitudinal sample revealed statistically significant school-level effects of assignment to Success for All on three of the four literacy outcomes measured. Effects were as large as one quarter of a standard deviation--a learning advantage relative to controls exceeding half of a school year. Impacts for the combined longitudinal and in-mover sample were smaller in magnitude and more variable. The results correspond with the Success for All program theory, which targets school-level reform through multiyear sequencing of intensive literacy instruction. (Contains 5 tables and 3 notes.)

AB - This article reports literacy outcomes for a 2-year longitudinal student sample and a combined longitudinal and "in-mover" (i.e., those students who moved into the study schools between the initial pretest and the second-year posttest) sample, both of which were nested within 38 schools. Through the use of a cluster randomization design, schools were randomly assigned to implement Success for All or control methods. Hierarchical linear model analyses involving the longitudinal sample revealed statistically significant school-level effects of assignment to Success for All on three of the four literacy outcomes measured. Effects were as large as one quarter of a standard deviation--a learning advantage relative to controls exceeding half of a school year. Impacts for the combined longitudinal and in-mover sample were smaller in magnitude and more variable. The results correspond with the Success for All program theory, which targets school-level reform through multiyear sequencing of intensive literacy instruction. (Contains 5 tables and 3 notes.)

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