The National Randomized Field Trial of Success for All
Second-Year Outcomes
Bibliographic Data
| ID | 8222000 |
|---|---|
| Authors | Geoffrey D Borman (0000-0002-7039-8208, University of Wisconsin–Madison, corresponding author), Robert E Slavin (0000-0003-3117-7477, Johns Hopkins University), Alan CK Cheung (Education University of Hong Kong), Anne M Chamberlain (Success for All Foundation), Anne Chamberlain (Success for All Foundation), Nancy A Madden (Success for All Foundation), Bette Chambers (Success for All Foundation) |
| Year | 2005 |
| Volume | 42 |
| Issue | 4 |
| Pages | 673-696 |
| Publication date | 2005-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312042004673 |
| OpenAlex | W2109371198 |
| Language | EN |
| Citations received | 10 |
| References cited | 24 |
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
Literacy · Longitudinal field · Longitudinal study · Mathematics education · Multilevel model · Pedagogy · Randomized experiment · Sample (material · Sample size determination · Sociology · Statistics · Demography · Educational Assessment and Improvement · Mathematics · Psychology · Reading and Literacy Development · School Choice and Performance
Evaluating Montessori Education
Effective differentiation Practices
Lessons learned from the use of randomized and quasi-experimental field designs for the evaluation of educational programs
Using state data sets and meta-analysis of low-powered studies to evaluate a school-based dropout prevention program for students with disabilities
Maternal education and children's academic achievement during middle childhood
Do Your Homework! Investigating the Role of Culturally Relevant Pedagogy in Comprehensive School Reform Models Serving Diverse Student Populations
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
A Meta-Analysis on the Factors That Best Reduce the Achievement Gap
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Teacher Study Group
The simple view of reading
Statistical Analysis With Missing Data
Tennessee's Class Size Study
Statistical analysis and optimal design for cluster randomized trials.
Comprehensive School Reform and Achievement
Inference and missing data
The efficacy of psychological, educational, and behavioral treatment
Beginning to Read
Toward Reform of Program Evaluation
Movement into Reading
Early reading acquisition and its relation to reading experience and ability 10 years later
Those Confounded Moderators in Meta-Analysis
Early intervention and early experience
Success for All
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2006 - 2021 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |