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.

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.

READ 180

Program description

READ 180 is a blended program designed to help struggling readers in grades 4-12. Using a combination of technology-based and in-person, direct instruction, students participate in 45-90 minute sessions that include both whole-class and small group lessons. Whole-group instruction of 20 minutes is followed by three rotating types small-group activities: small-group direct instruction, individualized computer-adapted instruction, and independent reading sessions. Progress reporting and professional development are also provided.

Student population

READ 180 has been examined in 4th through 12th grade in rural and urban settings. Participants included Black, White, and Hispanic students including English language learners and special education students who were identified as reading two or more years below grade level.

Current evidence

The What Works Clearinghouse rated READ 180 as having positive effects for Reading Fluency achievement in grades 4-12 (https://ies.ed.gov/ncee/WWC/InterventionReport/665).

For more information

https://www.hmhco.com/programs/read-180

Sprague, K., Zaller, C., Kite, A., & Hussar, K. (2012). Springfield-Chicopee School District Striving Readers (SR) Program: Final report years 1–5: Evaluation of implementation and impact. Providence, RI: Brown University: The Education Alliance.

Swanlund, A., Dahlke, K., Tucker, N., Kleidon, B., Kregor, J., Davidson-Gibbs, D., & Hallberg, K. (2012). Striving Readers: Impact study and project evaluation report: Wisconsin Department of Public Instruction (with Milwaukee Public Schools). Naperville, IL: American Institutes for Research.