Abstract
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.
Original language | English (US) |
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Pages (from-to) | 701-731 |
Number of pages | 31 |
Journal | American Educational Research Journal |
Volume | 44 |
Issue number | 3 |
DOIs | |
State | Published - Sep 2007 |
Externally published | Yes |
Keywords
- Educational policy
- Experimental design
- School reform
- Success for All
ASJC Scopus subject areas
- Education