Success for All®. What Works Clearinghouse Intervention Report. Updated
Author: Mathematica Policy Research, Inc.
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Educational Change,Literacy Education,Educational Research,Elementary Education,Beginning Reading,Instructional Effectiveness,Reading Fluency,Reading Comprehension,Reading Achievement,Elementary School Students,Intervention,Foreign Countries,Achievement Tests,Oral Reading,Reading Tests,Academic Achievement,Standardized Tests,Basic Skills,Language Tests

&quot;Success for All&quot; (&quot;SFA&quot;®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. &quot;SFA&quot;® includes a literacy program, quarterly assessments of student learning, a social-emotional development program, computer-assisted tutoring tools, family support teams for students' parents, a facilitator who works with school personnel, and extensive training for all intervention teachers. The literacy program emphasizes phonics for beginning readers and comprehension for all students. Teachers provide reading instruction to students grouped by reading ability for 90 minutes a day, 5 days a week. In addition, certified teachers or paraprofessionals provide daily tutoring to students who have difficulty reading at the same level as their classmates. This review of the program for Beginning Reading focuses on students in grades K-4. The What Works Clearinghouse (WWC) identified nine studies of SFA® that both fall within the scope of the Beginning Reading topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and seven studies meet WWC group design standards with reservations. Together, these studies included 10,908 beginning readers in grades K-4 in 155 schools in the United States and the United Kingdom. According to the WWC review, the extent of evidence for SFA® on the reading achievement test scores of beginning readers was medium to large for all four outcome domains--alphabetics, reading fluency, comprehension, and general reading achievement. This intervention report updated in March, 2017, presents findings from a systematic review of Success for All® conducted using the WWC Procedures and Standards Handbook, version 3.0, and the Beginning Reading review protocol, version 3.0. The following are appended: (1) Research details for Borman et al. (2007)(EJ782058); (2) Research details for Quint et al. (2015), (3) Research details for Madden et al. (1993) (EJ463408); (4) Research details for Ross et al. (1998); (5) Research details for Ross and Casey (1998a); (6) Research details for Ross and Casey (1998b); (7) Research details for Ross et al. (1995); (8) Research details for Skindrud and Gersten (2006) (EJ750504); and (9) Research details for Tracey et al. (2014); (10) Outcome measures for each domain; (11) Findings included in the rating for the alphabetics domain; (12) Findings included in the rating for the reading fluency domain; (13) Findings included in the rating for the comprehension domain; and (14) Findings included in the rating for the general reading achievement domain; (15) Description of supplemental findings for the alphabetics domain; (16) Description of supplemental findings for the comprehension domain; and (17) Description of supplemental findings for the general reading achievement domain. WWC rating Criteria and a Glossary of terms are also included. [For the 2012 report, &quot;Success for All. What Works Clearinghouse Intervention Report,&quot; see ED535810.]