Effects of Success for All on Reading Achievement | Zendy

Alan Cheung | Zendy; Robert E. Slavin | Zendy

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Effects of Success for All on Reading Achievement

Author(s) -

Alan Cheung,

Robert E. Slavin

Publication year - 2016

Publication title -

aera open

Language(s) - English

Resource type - Journals

ISSN - 2332-8584

DOI - 10.1177/2332858416674902

Subject(s) - propensity score matching , reading (process) , academic achievement , matching (statistics) , multilevel model , mathematics education , psychology , achievement test , class size , student achievement , standardized test , statistics , mathematics , political science , law

This study examined the effects of the Success for All (SFA) whole-school reform approach on student reading achievement. The data were collected for the Study of Instructional Improvement by the University of Michigan, which did not previously report the achievement outcomes in detail but did make the data available online. Using propensity matching, we matched 27 SFA with 27 comparable schools based on several key demographic variables. The evaluation used hierarchical linear modeling with students nested within schools. Results showed that SFA students significantly outperformed their counterparts in the matched schools on reading achievement, with an effect size of +0.26 for students in a 3-year longitudinal comparison. Effect sizes were similar for 2-year cohorts (mean effect size = +0.31). Policy implications are discussed

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