Preventing Early School Failure: Impacts of Success for All on Standardized Test Outcomes, Minority Group Performance, and School Effectiveness

Abstract

Prior research on the Success for All (SFA) program has produced consistent evidence showing higher reading performance for program participants compared to matched control students. This study extended this research by examining student performance across 3 grades on both individually administered reading tests and state-mandated standardized tests. Of particular interest were longitudinal outcomes over a 3-year period for minority students versus nonminority students. Findings from a quasi-experimental design consisting of 2 SFA schools and 2 matched control schools indicated (a) overall positive effects for SFA on reading performance, (b) relatively stronger effects on the standardized tests than on the individually administered tests, (c) differential program effectiveness in the 2 SFA schools, (d) some decline in program effects over time, and (e) relatively stronger effects for minority than for nonminority students. The implications of the findings for SFA implementation, particularly in helping the most disadvantaged students, and school restructuring are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 30 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.