Robert E Slavin
Biographic Data
| ID | 340585 |
|---|---|
| NAME | Robert E Slavin |
| GIVEN NAMES | Robert E |
| FAMILY NAME | Slavin |
| SIGNATURE | SLAVIN R E |
| AFFILIATIONS | Johns Hopkins University |
| ORCID | 0000-0003-3117-7477 |
| VERIFIED | Yes |
| TOTAL WORKS | 63 |
| TOTAL CITATIONS | 558 |
| AUTHOR COUNT | 63 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 12 |
A Best-Evidence Synthesis and Meta-analysis on Effective Reading Programs in Spanish
This systematic review and meta-analysis examined the effectiveness of Spanish reading programs in grades K–6. The research designs included were experimental and quasi-experimental. Effect sizes were analyzed using a multivariate meta-regression model with robust variance estimation. To assess the degree of heterogeneity in the effect sizes, a 95% prediction interval was calculated. A total of 11 studies and 51 effect sizes met the inclusion cri…
A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools
In this article, we review research on the outcomes of diverse reading programs on the achievement of struggling readers in elementary schools. Sixty‐five studies of 51 different programs met rigorous standards. Eighty‐three percent were randomized experiments and 17% quasi‐experiments. Outcomes were positive for one‐to‐one tutoring and were positive but not as large for one‐to‐small group tutoring. There were no differences in outcomes between t…
The Effects of Computer-Assisted Instruction on Mathematics Achievement in Mainland China: A Meta-Analysis
A Synthesis of Quantitative Research on Reading Programs for Secondary Students
Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment ( n = 62) or high‐quality quasi‐experiments ( n = 7) to evaluate outcomes of 51 programs on widely ac…
Educational Psychology: Theory and Practice with MyLab Education with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package
How Methodological Features Affect Effect Sizes in Education
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measu…
Cooperative Learning in Schools
Success for All in England: Results From the Third Year of a National Evaluation
This article reports the third-year findings of a longitudinal evaluation in England of Success for All (SFA), a comprehensive literacy program. Eighteen SFA schools across England and 18 control schools, matched on prior achievement and demographics, were included in this quasi-experimental study. The results of hierarchical linear modeling analysis reveal a statistically significant positive school-level effect for SFA schools compared with con…
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis
Effects of a Data-Driven District Reform Model on State Assessment Outcomes
A district-level reform model created by the Center for Data-Driven Reform in Education (CDDRE) provided consultation with district leaders on strategic use of data and selection of proven programs. Fifty-nine districts in seven states were randomly assigned to CDDRE or control conditions. A total of 397 elementary and 225 middle schools were followed over a period of up to 4 years. In a district-level hierarchical linear modeling (HLM) analysis …
Cooperative Learning and Achievement: Theory and Research
Cooperative learning has been extensively researched and extensively applied in schools throughout the world, in all subjects and grade levels. Under certain well-defined conditions, where small groups of students work together to help one another learn academic content and are evaluated based on the individual learning of all members, cooperative learning has increased student achievement. This chapter explores the evidence bases for four theore…
How features of educational technology applications affect student reading outcomes: A meta-analysis
Effective programs for struggling readers: A best-evidence synthesis
Response to Greenleaf and Petrosino
Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed‐method models (methods that combine large‐and small‐group instruction with computer activities), (3) computer‐assisted instruction, and (4) instructional‐process programs (methods that focus on providing teachers with extensive professional development to…
Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations
Syntheses of research on educational programs have taken on increasing policy importance. Procedures for performing such syntheses must therefore produce reliable, unbiased, and meaningful information on the strength of evidence behind each program. Because evaluations of any given program are few in number, syntheses of program evaluations must focus on minimizing bias in reviews of each study. This article discusses key issues in the conduct of…
Response to Comments: Evidence-Based Reform in Education: Which Evidence Counts
Final Reading Outcomes of the National Randomized Field Trial of Success for All
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. Hierarc…
A Synthesis of Research on Language of Reading Instruction for English Language Learners
This article reviews experimental studies comparing bilingual and English-only reading programs for English language learners. The review method is best-evidence synthesis, which uses a systematic literature search, quantification of outcomes as effect sizes, and extensive discussion of individual studies that meet inclusion standards. A total of 17 studies met the inclusion standards. Among 13 studies focusing on elementary reading for Spanish-d…
Effective Reading Programs for English Language Learners and Other Language-Minority Students
This article systematically reviews research on elementary reading programs for English language learners and other language-minority students. It focuses on studies that compared experimental and control groups on quantitative reading measures. Among beginning reading models, research supported structured, phonetic programs emphasizing language development in both native-language and English instruction. Tutoring programs were also supported. Fo…
The National Randomized Field Trial of Success for All: Second-Year Outcomes
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 anal…
Education Research Can and Must Address “What Works” Questions
Every year, teachers, principals, superintendents, and other educators have to make hundreds of decisions of potentially great importance to students. What reading program is most likely to ensure high reading performance? Should “social promotion” be used or should retentions be increased? Should summer school programs be provided to struggling students? Should kindergarten be half day or full day? What are the most effective means of providing …
Evidence-Based Education Policies: Transforming Educational Practice and Research
At the dawn of the 21st century, educational research is finally entering the 20th century. The use of randomized experiments that transformed medicine, agriculture, and technology in the 20th century is now beginning to affect educational policy. This article discusses the promise and pitfalls of randomized and rigorously matched experiments as a basis for policy and practice in education. It concludes that a focus on rigorous experiments evalua…
Research News And Comments: Rejoinder: Yes, Control Groups Are Essential in Program Evaluation: A Response to Pogrow
Improving Intergroup Relations: Lessons Learned From Cooperative Learning Programs
This article discusses the need for cooperative learning groups in integrated schools in order to promote more cross‐race relationships than might otherwise be the case. We review research on 8 cooperative learning procedures. Evidence for the effectiveness of these programs in facilitating cross‐race peer interaction is presented
Evidence-Based Education Policies: Transforming Educational Practice and Research
At the dawn of the 21st century, educational research is finally entering the 20th century. The use of randomized experiments that transformed medicine, agriculture, and technology in the 20th century is now beginning to affect educational policy. This article discusses the promise and pitfalls of randomized and rigorously matched experiments as a basis for policy and practice in education. It concludes that a focus on rigorous experiments evalua…
Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations
Syntheses of research on educational programs have taken on increasing policy importance. Procedures for performing such syntheses must therefore produce reliable, unbiased, and meaningful information on the strength of evidence behind each program. Because evaluations of any given program are few in number, syntheses of program evaluations must focus on minimizing bias in reviews of each study. This article discusses key issues in the conduct of…
How Methodological Features Affect Effect Sizes in Education
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measu…
Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews
This paper proposes an alternative to both meta-analytic and traditional reviews. The method, “best-evidence synthesis,” combines the quantification of effect sizes and systematic study selection procedures of quantitative syntheses with the attention to individual studies and methodological and substantive issues typical of the best narrative reviews. Best-evidence syntheses focus on the “best evidence” in a field, the studies highest in interna…
When does cooperative learning increase student achievement
School Practices That Improve Race Relations
This study used questionnaire data collected by the Educational Testing Service in 51 high schools to discover which school practices improved racial attitudes and behaviors in desegregated schools. Data were analyzed at school and individual levels using multiple regressions. Results for whites indicated strong, positive effects on racial attitudes and behaviors of assigning students of different races to work together and through individual par…
Education Research Can and Must Address “What Works” Questions
Every year, teachers, principals, superintendents, and other educators have to make hundreds of decisions of potentially great importance to students. What reading program is most likely to ensure high reading performance? Should “social promotion” be used or should retentions be increased? Should summer school programs be provided to struggling students? Should kindergarten be half day or full day? What are the most effective means of providing …
Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed‐method models (methods that combine large‐and small‐group instruction with computer activities), (3) computer‐assisted instruction, and (4) instructional‐process programs (methods that focus on providing teachers with extensive professional development to…
Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools
This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. …
Cooperative Learning: Applying Contact Theory in Desegregated Schools
This paper reviews research on instructional methods designed to operationalize the principal elements of Allport's (1954) contact theory of intergroup relations. These cooperative learning methods employ ethnically mixed learning groups, who study material presented by the teacher and are rewarded based on the learning of the group as a whole. Field experimental research on these methods in desegregated elementary and secondary schools has found…
Improving Intergroup Relations: Lessons Learned From Cooperative Learning Programs
This article discusses the need for cooperative learning groups in integrated schools in order to promote more cross‐race relationships than might otherwise be the case. We review research on 8 cooperative learning procedures. Evidence for the effectiveness of these programs in facilitating cross‐race peer interaction is presented
Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions
Robert E. Slavin, Eileen Oickle, Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions, Sociology of Education, Vol. 54, No. 3 (Jul., 1981), pp. 174-180
Success for All: First-Year Outcomes of a Comprehensive Plan for Reforming Urban Education
This article reports the first year's outcomes of Success for All, a program designed to bring all children to grade level in basic skills by the third grade. The program uses one-to-one tutoring, research-based reading methods, frequent assessment, enhanced preschool and kindergarten programs, family support, and other interventions to prevent learning problems from developing. An evaluation of the program in an inner-city elementary school foun…
Meta-Analysis in Education: How Has It Been Used
For many years, researchers have been concerned about the difficulties of integrating findings from dozens or sometimes hundreds of studies on a particular topic (see, e.g., Cooper, 1982; Jackson, 1980; Light & Smith, 1971). In traditional, descriptive reviews of research, different reviewers of the same body of research will draw markedly different conclusions, often in line with the reviewers' own biases
Final Reading Outcomes of the National Randomized Field Trial of Success for All
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. Hierarc…
The Cooperative Elementary School: Effects on Students’ Achievement, Attitudes, and Social Relations
This article reports the results of a 2-year study of the cooperative elementary school model which used cooperation as an overarching philosophy to change school and classroom organization and instructional processes. The components of the model include: using cooperative learning across a variety of content areas, full-scale mainstreaming of academically handicapped students, teachers using peer coaching, teachers planning cooperatively, and pa…
On Making a Difference
Cooperative Integrated Reading and Composition: Two Field Experiments
Robert J. Stevens, Nancy A. Madden, Robert E. Slavin, Anna Marie Farnish, Cooperative Integrated Reading and Composition: Two Field Experiments, Reading Research Quarterly, Vol. 22, No. 4 (Autumn, 1987), pp. 433-454
Effective Reading Programs for English Language Learners and Other Language-Minority Students
This article systematically reviews research on elementary reading programs for English language learners and other language-minority students. It focuses on studies that compared experimental and control groups on quantitative reading measures. Among beginning reading models, research supported structured, phonetic programs emphasizing language development in both native-language and English instruction. Tutoring programs were also supported. Fo…
A Synthesis of Quantitative Research on Reading Programs for Secondary Students
Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment ( n = 62) or high‐quality quasi‐experiments ( n = 7) to evaluate outcomes of 51 programs on widely ac…
Cooperative Learning and the Structure of Interracial Friendships
Several recent studies have shown that when black and white students work together in cooperative learning teams, they make more cross-race friendships than students in traditional classrooms. This study investigated the structure of new cross-race friendships caused by a cooperative learning intervention. The sample was 402 seventh and eighth grade students in 12 inner-city language arts classrooms. Classes were randomly assigned to cooperative …
Design Competitions: A Proposal for a New Federal Role in Educational Research and Development
The National Randomized Field Trial of Success for All: Second-Year Outcomes
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 anal…
Basic vs. Applied Research: A Response
K erlinger's article in the September 1977 Educational Researcher, The Influence of Research on Educational Practice, and the article following his by Jackson and Kiesler, entitled Fundamental Research and Education, represent a view that is increasingly popular; that education practice is more likely to be influenced by basic research than by applied research. I take strong exception to this notion. There are valid arguments for the importance o…
Comprehensive approaches to cooperative learning
1999). Comprehensive approaches to cooperative learning. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 74-79
Basic vs. Applied Research: A Response
K erlinger's article in the September 1977 Educational Researcher, The Influence of Research on Educational Practice, and the article following his by Jackson and Kiesler, entitled Fundamental Research and Education, represent a view that is increasingly popular; that education practice is more likely to be influenced by basic research than by applied research. I take strong exception to this notion. There are valid arguments for the importance o…
School Practices That Improve Race Relations
This study used questionnaire data collected by the Educational Testing Service in 51 high schools to discover which school practices improved racial attitudes and behaviors in desegregated schools. Data were analyzed at school and individual levels using multiple regressions. Results for whites indicated strong, positive effects on racial attitudes and behaviors of assigning students of different races to work together and through individual par…
Cooperative Learning
Research on classroom cooperative learning techniques, in which students work in small groups and receive rewards or recognition based on their group performance, has been increasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used in elementary or secondary classrooms. The pattern of research findings supports the utility of cooperativ…
Measurement and Modeling Choices in Studies of Time and Learning
The consequences of using alternative measures of time and achievement are examined in an observational study of 18 elementary school classes. Of the four measures of time used—scheduled time, actual instructional time, engaged time and engaged rate—the engagement measures produced the more consequential effects of time for learning. Nonetheless, measures of allocated time are still important because they provide the constraints within which the …
Cooperative Learning and the Structure of Interracial Friendships
Several recent studies have shown that when black and white students work together in cooperative learning teams, they make more cross-race friendships than students in traditional classrooms. This study investigated the structure of new cross-race friendships caused by a cooperative learning intervention. The sample was 402 seventh and eighth grade students in 12 inner-city language arts classrooms. Classes were randomly assigned to cooperative …
Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions
Robert E. Slavin, Eileen Oickle, Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions, Sociology of Education, Vol. 54, No. 3 (Jul., 1981), pp. 174-180
Cooperative Learning
Disseminating Student Team Learning through Federally Funded Programs: Appropriate Technology, Appropriate Channels
When does cooperative learning increase student achievement
Meta-Analysis in Education: How Has It Been Used
For many years, researchers have been concerned about the difficulties of integrating findings from dozens or sometimes hundreds of studies on a particular topic (see, e.g., Cooper, 1982; Jackson, 1980; Light & Smith, 1971). In traditional, descriptive reviews of research, different reviewers of the same body of research will draw markedly different conclusions, often in line with the reviewers' own biases
A Rejoinder to Carlberg et al
Mastery Learning and Student Teams: A Factorial Experiment in Urban General Mathematics Classes
The mathematics achievement effects of principal components of mastery learning and student team learning were evaluated in a year-long randomized experiment in urban ninth grade general mathematics classes. The components were formative tests, corrective instruction for nonmasters, summative tests (Mastery), and practice in four-member heterogeneous teams and team rewards (Teams). A 2 X 2 (Mastery by Teams) factorial experiment compared Mastery,…
Cooperative Learning: Applying Contact Theory in Desegregated Schools
This paper reviews research on instructional methods designed to operationalize the principal elements of Allport's (1954) contact theory of intergroup relations. These cooperative learning methods employ ethnically mixed learning groups, who study material presented by the teacher and are rewarded based on the learning of the group as a whole. Field experimental research on these methods in desegregated elementary and secondary schools has found…
Effects of Whole Class, Ability Grouped, and Individualized Instruction on Mathematics Achievement
Achievement and attitudinal effects of three mathematics instruction methods directed in varying degrees toward accommodating diversity in student performance levels were compared in two randomized field experiments. Treatments included an individualized model, Team Assisted Individualization (TAI); an ability grouped model, Ability Grouped Active Teaching (AGAT); a group-paced model, the Missouri Mathematics Program (MMP); and, in Experiment 2 o…
Best-Evidence Synthesis: An Alternative to Meta-Analytic and Traditional Reviews
This paper proposes an alternative to both meta-analytic and traditional reviews. The method, “best-evidence synthesis,” combines the quantification of effect sizes and systematic study selection procedures of quantitative syntheses with the attention to individual studies and methodological and substantive issues typical of the best narrative reviews. Best-evidence syntheses focus on the “best evidence” in a field, the studies highest in interna…
Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis
This article reviews research on the effects of between- and within-class ability grouping on the achievement of elementary school students. The review technique—best-evidence synthesis—combines features of meta-analytic and narrative reviews. Overall, evidence does not support assignment of students to self-contained classes according to ability (median effect size [ES] = .00), but grouping plans involving cross-grade assignment for selected sub…
Cooperative Integrated Reading and Composition: Two Field Experiments
Robert J. Stevens, Nancy A. Madden, Robert E. Slavin, Anna Marie Farnish, Cooperative Integrated Reading and Composition: Two Field Experiments, Reading Research Quarterly, Vol. 22, No. 4 (Autumn, 1987), pp. 433-454
Best-Evidence Synthesis: Why Less Is More
In his response to my proposal for an alternative to meta-analytic and traditional reviews (Slavin, 1986), Bruce Joyce has made the exact misinterpretation of what I am proposing that I most feared readers would make. Therefore I am delighted to have an opportunity to clarify what I meant by and what I did not mean by it. One thing I did not mean to suggest was that reviewers establish a priori inclusion criteria before searching the literature. …
Can Every Child Learn? An Evaluation of "Success for All" in an Urban Elementary School
Robert E. Slavin, Nancy A. Madden, Nancy L. Karweit, Barbara J. Livermon, Lawrence Dolan, Can Every Child Learn? An Evaluation of "Success for All" in an Urban Elementary School, The Journal of Negro Education, Vol. 58, No. 3, Shaping the Urban Future: People and Places, Problems and Potentials (Summer, 1989), pp. 357-366
Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis
This article reviews research on the effects of ability grouping on the achievement of secondary students. Six randomized experiments, 9 matched experiments, and 14 correlational studies compared ability grouping to heterogeneous plans over periods of from one semester to 5 years. Overall achievement effects were found to be essentially zero at all grade levels, although there is much more evidence regarding Grades 7–9 than 10–12. Results were si…
Research news and Comment: On Making a Difference
On Making a Difference
Success for All: First-Year Outcomes of a Comprehensive Plan for Reforming Urban Education
This article reports the first year's outcomes of Success for All, a program designed to bring all children to grade level in basic skills by the third grade. The program uses one-to-one tutoring, research-based reading methods, frequent assessment, enhanced preschool and kindergarten programs, family support, and other interventions to prevent learning problems from developing. An evaluation of the program in an inner-city elementary school foun…
Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs
Barbara A. Wasik, Robert E. Slavin, Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 178-200
Students Differ: So What
I n 1931, A. H. Turney summarized writings on ability grouping in the 1920s and earlier. From these writings he derived a list of advantages and disadvantages of ability grouping. They are adapted as follows: Advantages: 1. It permits pupils to make progress commensurate with their abilities. 2. It makes possible an adaptation of the technique of in struction to the needs of the group. 3. It reduces failures. 4. It helps to maintain interest and …
Psychology (56 works) · Mathematics education (49 works) · Computer Science (27 works) · Pedagogy (27 works) · Sociology (23 works) · Political science (20 works) · Parental Involvement in Education (19 works) · Reading and Literacy Development (17 works) · School Choice and Performance (14 works) · Innovative Teaching and Learning Methods (12 works)