A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
Download PDF (273k)
(Also see Cooperative Integrated Reading and Composition (CIRC) disseminated by the Success for All Foundation)
 |
Success for All has strong evidence of effectiveness for beginning reading. Across 23 qualifying studies, the weighted mean effect size was +0.29. |
| |
Success for All is used in the upper elementary grades, but has only been evaluated in studies beginning in grades K-1. Evaluations of the upper elementary and middle school programs are reported as Cooperative Integrated Reading and Composition (CIRC). |
|
Success for All has strong evidence of effectiveness for struggling readers. Across nine qualifying studies, the weighted mean effect size was +0.55. |
 |
Success for All has moderately strong evidence of effectiveness for elementary school comprehensive school reform, according to the Comprehensive School Reform Quality Center* (CSRQ). |
 |
Success for All Middle School has moderate evidence of effectiveness for middle/high school comprehensive school reform, according to the CSRQ. |
|
Success for All has the strongest evidence of effectiveness in elementary and secondary schools, according to Dr. Geoffrey Borman.** |
Success for All provides teachers and schools with a proven set of instructional practices focusing on cooperative learning, which target achievement outcomes - reading, writing, science and the humanities – and non-achievement outcomes - student attendance, retention, and promotion, and discipline rates.
For more on the reviews of Success for All, read the BEE reviews of beginning reading and struggling readers, the CSRQ reviews of elementary school comprehensive school reform and middle/high school comprehensive school reform, and the Borman K-12 meta-analysis. Links to the CSRQ and Borman reviews are available on the BEE.
|
Reading Reels has strong evidence of effectiveness for beginning reading. The weighted mean effect size across two qualifying studies was +.20. |
| |
Reading Reels is not designed for upper elementary school reading. |
| |
Reading Reels is not designed for middle/high school reading. |
Reading Reels is a form of multimedia used within the Success for All program (see above) in which video content is embedded within teachers’ lessons. The program uses brief animation, puppet skits, and live-action segments (about five minutes daily in total) to model beginning reading strategies for children and teachers.
For more on the review of Reading Reels, read the BEE reviews of beginning reading.
|
Success for All: Bilingual and English has moderate evidence of effectiveness for reading for English Language Learners. The median effect size across two qualifying studies of Success for All Bilingual was +0.41. The median effect size across five qualifying studies using the English language adaptation of Success for All was +0.37. |
Success for All: Bilingual and English is an adaption of the Success for All reading program (see above) that is available for English language development, transitional bilingual education, and two –way bilingual.
For more on the review of Success for All: Bilingual and English, read the BEE review of reading for English Language Learners.
 |
Success for All Transition has limited evidence of effectiveness for reading for English Language Learners. The one qualifying study included in this review showed a median effect size of +0.16. |
Success for All Transition is an adaptation of the Success for All program (see above) to help children in grades 2-5 transition from Spanish to English instruction.
For more on the review of Success for All Transition, read the BEE review of reading for English Language Learners.
|
Roots and Wings has highly promising evidence of effectiveness in elementary and secondary schools, according to Dr. Geoffrey Borman. |
Roots and Wings provides research-proven, prescribed curriculum in the areas of literacy, math, and social and scientific problem solving that includes one-to-one tutoring, a family support team, on-site facilitation and a building advisory team.
For more on the review of Roots and Wings, read the Borman K-12 meta-analysis. A link to the Borman review is available on the BEE.
For more information on Success for All Foundation programs, visit www.successforall.org or e-mail [email protected].
*The Comprehensive School Reform Quality Center (CSRQ)
The CSRQ was established at the American Institutes for Research through a grant from the US Department of Education and operated from 2003 to 2006. The CSRQ reviewed research on comprehensive school reform models. See www.csrq.org.
**Dr. Geoffrey Borman
Dr. Geoffrey Borman is a researcher at the University of Wisconsin. He published a review of research on the achievement effects of comprehensive school reform as follows:
Borman, G., Hewes G., Overman, L., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 2, 125-230.
For other reviews of research on education programs, see the Best Evidence Encyclopedia homepage at www.bestevidence.org. |
