ERIC Number: ED450173
Record Type: Non-Journal
Publication Date: 2001-Jan
Reference Count: N/A
Effects of Success for All on TAAS Reading: A Texas Statewide Evaluation. Report No. 51.
Hurley, Eric A.; Chamberlain, Anne; Slavin, Robert E.; Madden, Nancy A.
This report presents analyses of data from the Texas Assessment of Academic Skills (TAAS) reading measures. It evaluates outcomes in all of the 111 Texas schools that began Success for All from 1994-97. Success for All is a comprehensive reform model for elementary schools, especially Title I schoolwide projects. TAAS reading scores were collected in all elementary grades starting in grade 3, so the analyses presented here evaluate the effects of Success for All in the upper-elementary grades. This analysis is the largest evaluation of Success for All and is the first large-scale study to examine results separately by student ethnicity. The Texas statewide data reported here show that Success for All schools are significantly and substantially closing the gap in TAAS reading performance between themselves and the far less impoverished schools in the rest of the state. This is particularly true for African American and Hispanic students, for whom the gap with white students closed significantly more than it did for African American and Hispanic students in other schools. Research on Success for All holds out the possibility that programs designed to ensure the reading success of all children may be particularly beneficial for African American and Hispanic children, who have historically been underserved in American schools. (Contains 19 references.) (Author/SM)
Descriptors: Black Students, Elementary Education, Elementary School Students, High Risk Students, Hispanic American Students, Minority Groups, Program Effectiveness, Program Evaluation, Reading Improvement, Reading Programs, Student Evaluation
For full text: http://www.csos.jhu.edu.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills