"Success for All" ("SFA")[R] is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight. Its underlying premise is that all children can and should be reading at grade level by the end of third grade and then remain at grade level thereafter. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates. A full-time "SFA"[R] facilitator employed by the school supports classroom instruction by training teachers, overseeing student assessments, and assisting with decisions about group placement and tutoring. Family Support Teams work on parent involvement, absenteeism, and student behavior. This intervention report focuses on the reading instructional component of "SFA"[R], which is often implemented in the context of the highly structured "SFA"[R] whole school reform program. Although the whole school reform program has key components that are implemented in each school, school sites may vary considerably in the number of personnel used to implement "SFA"[R], particularly tutors and family support staff. The reading curricula are essentially the same at all schools, with each school receiving the same training, coaching support, and materials. Ratings presented in this report are not disaggregated by the variations in implementation of whole school reforms. Reading outcomes from all studies included in this report are examined together and formed the basis for a single effectiveness rating for each outcome domain. What Works Clearinghouse (WWC) reviewed 74 studies on "Success for All"[R]. One of these studies met WWC evidence standards; six studies met WWC evidence standards with reservations; the remaining studies did not meet WWC evidence screens. Based on the seven studies, the WWC found potentially positive effects in the alphabetics and general reading achievement domains, and mixed effects in the comprehension domain. The evidence presented in this report is based on available research and may change as new studies emerge. (Contains 26 footnotes.) [The following seven studies are reviewed in this intervention report: (1) Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). "Final reading outcomes of the national randomized field trial of Success for All." Retrieved from Success for All Web site: http://www.successforall.net/_images/pdfs/Third_Year_Results_06.doc; (2) Dianda, M., & Flaherty, J. (1995, April). "Effects of Success for All on the reading achievement of first graders in California bilingual programs." Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA; (3) Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. "American Educational Research Journal," 30(1), 123-148; (4) Ross, S. M., Alberg, M., & McNelis, M. (1997). "Evaluation of elementary school school-wide programs: Clover Park School District. Year 1: 1996-97." Memphis, TN: The University of Memphis, Center for Research in Education Policy; (5) Ross, S. M., & Casey, J. (1998). "Longitudinal study of student literacy achievement in different Title I school-wide programs in Fort Wayne Community Schools year 2: First grade results." Memphis, TN: The University of Memphis, Center for Research in Education Policy; (6) Ross, S. M., McNelis, M., Lewis, T., & Loomis, S. (1998). "Evaluation of Success for All programs: Little Rock school district year 1: 1997-1998." Memphis, TN: The University of Memphis, Center for Research in Education Policy; and (7) Smith, L. J., Ross, S. M., Faulks, A., Casey, J., Shapiro, M., & Johnson, B. (1993). 1991-1992 Ft. Wayne, Indiana "SFA" results. Memphis, TN: The University of Memphis, Center for Research in Education Policy.]