Final reading outcomes of the national randomized field trial of Success for All

• Published in: American educational research journal Vol. 44; no. 3; pp. 701 - 731
• Main Authors: Borman, Geoffrey D, Slavin, Robert E, Cheung, Alan C. K
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA SAGE Publications 01.09.2007; American Educational Research Association
• Subjects: Academic Achievement; Bildungspolitik; Bildungsprogramm; Children; Children & youth; Classroom management; Control Groups; Cooperative learning; Design; Education policy; Education reform; Educational Change; Educational Policy; Educational reform; Educational research; Effect Size; Elementary school students; Elementary schools; Empirische Untersuchung; Field study; Grade 1; Grade 2; Intervention; Kindergarten; Kindergarten education; Lesefertigkeit; Literacy; Literacy Education; No Child Left Behind Act 2001-US; Peabody Picture Vocabulary Test (Revised); Posttests; Poverty; Preschool education; Pretests; Pretests Posttests; Reading Achievement; Reading comprehension; Reading instruction; Reading Skills; Research Design; Schuljahr 01; Schuljahr 02; Schülerleistung; Standardized tests; Statistical significance; Students; Success; Teaching Methods; Teaching, Learning, and Human Development; USA; Vorschulerziehung; Wirkung; Woodcock Reading Mastery Test Revised; experimental design; school reform; educational policy; Success for All
• ISSN: 0002-8312; 1935-1011
• DOI: 10.3102/0002831207306743

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 school-level reform and targeted student-level achievement effects through a multi-year sequencing of literacy instruction. (DIPF/Orig.).