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Student achievement, attendance, and suspension data were taken from school records; schoolwide reform measures were taken from surveys of students, teachers, and parents. Attrition: Assessments occurred at pretest, midpoint (1 year into the 2-year program), and posttest (at the end of the 2-year program). They were also followed into special education. The SFA school in this study was required to participate by the school district. The students were pretested in kindergarten, and the baseline sample sizes were 118 for Fremont, 142 for Taft, 72 for Orville Wright, 135 for Tuolumne, 90 for El Vista and 90 for Garrison/Kelly. The control schools had 2770 students in the pretest sample and 1618 in the posttest sample (58% completion rate). Among students who primarily received reading instruction in Spanish, analysis revealed no significant differences across conditions on four measures (English and Spanish letter-word and word attack tests). The authors conclude that buy-in, cooperation, and implementation is crucial in allowing SFA to function properly and produce positive results. Effects of Success for All on reading achievement in California schools. They used 38 randomized schools, with 18 in the intervention group and 17 in the control group. During the 3rd year (Quint et al., 2015, p. 27), 17 of 19 schools achieved adequate implementation fidelity. Measures were also collected at the end of kindergarten (spring 2009) and at the end of grades 1 and 2, though only the grade 2 (posttest) results were presented. Each group of schools had an enrollment of just over 200 1st grade students; more than 95% of the students from each group of schools received free lunch; and about 30% of the students from each group had LEP's.

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Baseline Equivalence: While equivalence was examined for both schools and students, only student equivalence was tested for significance. Higher education has historically been an engine of social mobility and economic growth in the United States, but as costs rise and colleges and universities face growing financial pressures, disparities in access and success by race, ethnicity, and income persist and student financial aid systems are stretched to the limit—all at a time when our economy needs more educated workers than ever. The treatment and control schools were Fremont Elementary and Taft Elementary from Riverside, CA; Orville Wright Elementary and Garrison/Kelly Elementary from Modesto, CA; and El Vista Elementary and Tuolumne Elementary also from Modesto, CA. The teacher engages students in the interactive reading of texts, using background information and personal experiences to help students comprehend, draw conclusions, and make predictions about these texts. For both outcome measures, terms interacting condition status with baseline vocabulary test score and baseline letter-word test score were not significant when included separately or together. Chi-squared tests indicated that the baseline characteristics of the students themselves were not significantly different by treatment status. The pre-test (Spanish Language Assessment Scale) was given in 1994-95 to Spanish dominant students who were entering first grade (n=1, 682), but because the Spanish-bilingual program was not completely implemented until late in 1995-96 school year, there were no pretest data for Spanish-bilingual students. To a great extent, everyone knows what it's like to walk in others' work shoes. After a one-day whole-school overview, teachers meet in break-out groups, each guided by an SFA coach, for two days of introductions to KinderCorner, Reading Roots, and Reading Wings, as appropriate to each teacher's role. Certified Borman, G., Slavin, R., Cheung, A, Chamberlain, A., Madden, N., & Chambers, B. American Education Research Journal, 44(3), 701-731. The consistency of the effect sizes across grades does not reflect the true difference in average scores between the Success for All schools and the control schools because the standard deviation of scores increased over time. Attrition: For Cohort 1, the analysis was performed on all students who had both pretest and posttest data. Similarly, Black, Hispanic, female, male, and non-English language learner students receiving the intervention improved word attack, relative to like controls. In its first year, a school can anticipate the following costs: |Training with travel, ongoing support (Year 1)||$54, 150.

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24 units in 2nd grade. Students new to the study schools, and not present for the full program, were included in separate analyses. Fidelity monitoring and evaluation of quality of implementation and student outcomes are conducted by the Success for All coaches when onsite for coaching support and on a daily basis by the school's program facilitator. Participants gain an understanding of the schoolwide structures, including data-based goal-setting, progress monitoring tools, and instructional processes, that form the SFA approach. Program facilitators are almost always reallocated from other Title I-supported roles. Differential attrition: Differential attrition was not assessed. However, with the exception of scores on the Woodcock Word Attack assessment, all the positive effects of SFA disappeared by the end of Year 2 (1st grade).

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20) and word attack (d=. Study 4 (Nunnery et al., 1997) addressed whether partial SFA implementations were as effective as full SFA implementations. A further attrition analysis revealed that the SFA attriters and control attriters were statistically equivalent on all background characteristics except for pretest reading score. Therefore, all 3rd graders in this study had been exposed to the program for at least 3 years. Join more than 1, 000 colleges and community agencies committed to postsecondary opportunity for low-income, first-generation students, students with disabilities in all 50 states, Washington, D. C., the Pacific Islands, and Puerto Rico! Two of the three CSR programs demonstrated a positive treatment effect on student literacy outcomes (Success for All and America's Choice), while the third program (Accelerated Schools Project) showed no significant impact. 5 years old and were evenly divided across gender. 099) at the second grade follow-up.

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Specifically, the authors report the factors that were used to match schools, but given the small numbers did not indicate whether there were statistically significant differences in these or other factors between the treatment and control schools. A total of 115 teachers, 667 students, and 867 parents completed the instruments. Strategy leadership. By the end of the second year (Quint et al., 2014, pp. The student sample was roughly evenly split by gender (although Cohort 1 from the control school was 64% male). In total, the 18 intervention schools had medium or high implementation ratings: 10 schools received ratings of 3, 7 schools were rated 2, and only 1 school was rated 1. This study contains the following very significant limitations: Design: This quasi-experimental study evaluated a single Success for All (SFA) program in Charleston, SC. Effect sizes were calculated.

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Some really great ideas have come from the team. Testing sessions were about 42 minutes per child. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. Measures: All kindergarten students were pretested with the Peabody Picture Vocabulary Test.

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014) tests and the Test of Word Reading Efficiency (p=. However, using the student level sample (n=295), ANCOVA tests revealed that, adjusting by pretest scores, the effect of the program was statistically significant, but with a very small effect size (ES=. Analysis: To prepare for the analysis, the students were divided into four analytical groups, defined as follows: ANOVA analyses were conducted within each analytical group and cohort, with PPVT pretest score as a covariate. The SFA program has two primary levels of intervention: (a) student-level interventions and (b) school-level interventions. The base sample sizes for Cohorts 1, 2, and 3 were 172 (113 SFA and 59 control), 157 (109 SFA and 48 control) and 169 (117 SFA and 52 control), respectively. The study found generally positive and significant effects on literacy achievement in the first two years of the program, but then effects disappeared in the third year.

Family: Parental involvement in education. The Woodcock Reading Master Tests-Revised (WMTR) was used as the annual post-tests and the quarterly assessments. Significance levels were evaluated at p-values of. Each of the schools had to be willing to participate and meet the following eligibility criteria: it had to serve students from kindergarten through fifth grade; at least 40% of students had to be eligible for the free and reduced-price lunch program; it had to identify a school staff member to serve as program facilitator; at least 75% of teachers had to vote to adopt the program.

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