ERIC Number: ED336492
Record Type: RIE
Publication Date: 1991-May
Reference Count: N/A
Success for All: Multi-Year Effects of a Schoolwide Elementary Restructuring Program. Report No. 18.
Madden, Nancy A.; And Others
This document 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 includes the following elements: (1) research-based preschool and kindergarten programs; (2) beginning and intermediate reading programs in grades 1 through 3; (3) one-to-one tutoring to low-achieving students; and (4) family support programs. A total of 7 schools and 3,750 students were studied. The schools varied in location (Baltimore and Berlin, Maryland; and Philadelphia, Pennsylvania), levels of resources available, and duration of program implementation (1-3 years). Comparisons with matched students from other schools indicated strong positive effects on most individually administered reading measures in most schools, especially for students who have been in the program since the first grade. Particularly large effects were found on students who were in the lowest 25 percent of their grades on pretests. Retentions in grade and special education placements were reduced in high-resource schools. These results were interpreted to indicate that Success for All can have substantial effects on student achievement, and that the goal of success for every student may be feasible in the fully funded form of the program. Statistical data are presented in six tables. A 23-item list of references is included. (Author/SLD)
Descriptors: Children, Comparative Analysis, Disadvantaged Youth, Educationally Disadvantaged, Elementary School Students, Elementary Schools, High Risk Students, Outcomes of Education, Primary Education, Program Effectiveness, Program Evaluation, Reading Achievement, School Restructuring, Urban Schools
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.