Intervention Type
School-Level
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2025
Average Effect Size: ESSA
+0.22
# of Studies
3
Population
English Language Learners
Grade
K
1
2
3
6
Race / Ethnicity
Hispanic

Success for All

Program Description

Success for All is a reading curriculum used to promote successful reading in high-poverty schools for grades K–5. The program focuses on improving phonemic awareness, phonics, comprehension, and vocabulary development. Each grade level has a specific learning goal to meet. If students are struggling, one-to-one or small group tutoring is implemented. Children are frequently assessed to aid the program in effectively teaching them. Success for All also provides parental support to help parents with their children’s achievement and social-emotional development and to deal with issues such as attendance and behavior problems.

Student population

Success for All was examined with 36,589 K-5 students from multiple schools in urban and rural communicates in the United States. Populations studied include African American, English Learners, Hispanic, White, Special Education, and a proportion were eligible for Free and Reduced Price Meals.

Current evidence

Success for All has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/program/success-for-all-whole-class/) for students in grades K-5. Studies examining the effectiveness of Success for All found significantly higher scores in improving reading achievement for students, with positive effects on alphabetics, comprehension, and general reading achievement compared to control groups. The program demonstrated an average effect size of +0.29.

For more information:

https://www.successforall.org/

Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., & al, et. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701–731.

Correnti, R. (2009, March). Examining CSR program effects on student achievement: Causal explanation through examination of implementation rates and student mobility. Paper presented at the 2nd annual conference of the Society for Research on Educational Effectiveness, Washington, DC.

Madden, N., Slavin, R., Karweit, N., Dolan, L., & Wasik, B. (1993). Success for All: Longitudinal effects of a schoolwide elementary restructuring program. American Educational Research Journal, 30, 123-148.

Quint, J., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. (2015). Scaling up the Success for All model of school reform: Final report from the Investing in Innovation (i3) evaluation. New York, NY: MDRC.

Ross, S.M., Wang, L.W., Sanders W.L., & Wright S.P. (1999). Two- and three-year achievement results on the Tennessee value-added assessment system for restructuring schools in Memphis. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Skill
Multiple
Program
Success for All
Intervention Type
School-Level
ESSA
Rating: ESSA
Strong ★★★
Year: ESSA
2025
Average Effect Size: ESSA
+0.29
# of Studies
11
Population
All Ability Levels
Grade
K
1
2
3
5
Race / Ethnicity
Black
Hispanic
White

Success for All

Program Description

Success for All is a reading curriculum used to promote successful reading in high-poverty schools for grades K–5. The program focuses on improving phonemic awareness, phonics, comprehension, and vocabulary development. Each grade level has a specific learning goal to meet. If students are struggling, one-to-one or small group tutoring is implemented. Children are frequently assessed to aid the program in effectively teaching them. Success for All also provides parental support to help parents with their children’s achievement and social-emotional development and to deal with issues such as attendance and behavior problems.

Student population

Success for All was examined with 36,589 K-5 students from multiple schools in urban and rural communicates in the United States. Populations studied include African American, English Learners, Hispanic, White, Special Education, and a proportion were eligible for Free and Reduced Price Meals.

Current evidence

Success for All has been rated as Strong by Evidence for ESSA (https://www.evidenceforessa.org/program/success-for-all-whole-class/) for students in grades K-5. Studies examining the effectiveness of Success for All found significantly higher scores in improving reading achievement for students, with positive effects on alphabetics, comprehension, and general reading achievement compared to control groups. The program demonstrated an average effect size of +0.29.

For more information:

https://www.successforall.org/

Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., & al, et. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701–731.

Correnti, R. (2009, March). Examining CSR program effects on student achievement: Causal explanation through examination of implementation rates and student mobility. Paper presented at the 2nd annual conference of the Society for Research on Educational Effectiveness, Washington, DC.

Madden, N., Slavin, R., Karweit, N., Dolan, L., & Wasik, B. (1993). Success for All: Longitudinal effects of a schoolwide elementary restructuring program. American Educational Research Journal, 30, 123-148.

Quint, J., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. (2015). Scaling up the Success for All model of school reform: Final report from the Investing in Innovation (i3) evaluation. New York, NY: MDRC.

Ross, S.M., Wang, L.W., Sanders W.L., & Wright S.P. (1999). Two- and three-year achievement results on the Tennessee value-added assessment system for restructuring schools in Memphis. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Skill
Multiple
Program
Success for All
Subscribe to