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ERIC Number: ED346196
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 33
Abstractor: N/A
Reference Count: N/A
Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools.
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 uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in grades 1 through 3, one-to-one tutoring for low-achieving students, family support programs, and other elements. Five Baltimore (Maryland) schools were studied over a period of 3 years (4 schools) or 4 years (1 school). Comparisons with matched students in matched schools indicate strong positive effects on most individually administered reading measures in most schools for students who have been in the program since the first grade. In particular, 15.7 percent of participating students were reading 1 year below grade level, and 3.9 percent were 2 years behind. In the control schools, 38 percent were at least 1 year below grade level, and 11.7 percent were 2 years below. Particularly large effects were found for students who were in the lowest 25 percent of their grades on pretests. Retentions in grade were also substantially reduced, and attendance increased over time. Included are six tables and one figure and 38 references. (JB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Abell Foundation, Baltimore, MD.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.