Borman, G.D., Slavin, R.E., Cheung, A.C.K., Chamberlain, A.M., Madden, N.A. and Chambers, B. (2007) Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44 (3). pp. 701-731. ISSN 0002-8312Full text not available from this repository.
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarchical linear model analyses of all three outcomes for both samples revealed statistically significant school-level effects of treatment assignment as large as one third of a standard deviation. The results correspond with the Success for All program theory, which emphasizes both comprehensive school-level reform and targeted student-level achievement effects through a multi-year sequencing of literacy instruction.
|Institution:||The University of York|
|Academic Units:||The University of York > Institute for Effective Education (York)|
|Depositing User:||York RAE Import|
|Date Deposited:||13 Aug 2009 13:45|
|Last Modified:||13 Aug 2009 13:45|