Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Evaluation Review
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Jones, E. M.
Right arrow Articles by Gottfredson, D. C.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Jones, E. M.
Right arrow Articles by Gottfredson, D. C.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Success for Some

An Evaluation of a Success for All Program

Elizabeth M. Jones

Gottfredson Associates, Inc.

Gary D. Gottfredson

Gottfredson Associates, Inc.

Denise C. Gottfredson

University of Maryland, College Park

Results from an evaluation of a 3-year Success for All program applied under difficult circum stances show positive effects for the kindergarten component but a mix of nonsignificant, positive, and negative results for other early elementary grades. Large negative effects were found for achievement ratings of students'performance in Years 2 and 3 for all cohorts. Previous evaluations have reported results for a limited range of outcome measures and used a narrow range of outcome measures. Future evaluations of Success for All programs should assess attainment of the stated goal of the program—to get all students reading at grade level by Grade 3. This attempt to implement the program in a difficult school implies that the program may not be effective wherever and whenever attempted.

Evaluation Review, Vol. 21, No. 6, 643-670 (1997)
DOI: 10.1177/0193841X9702100601
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Am Educ Res JHome page
R. Correnti and B. Rowan
Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs
American Educational Research Journal, June 1, 2007; 44(2): 298 - 339.
[Abstract] [Full Text] [PDF]

Home page
 EDUCATIONAL EVALUATION AND POLICY ANALYSISHome page
H. May and J. A. Supovitz
Capturing the Cumulative Effects of School Reform: An 11-Year Study of the Impacts of America's Choice on Student Achievement
Educational Evaluation and Policy Analysis, January 1, 2006; 28(3): 231 - 257.
[Abstract] [PDF]

Home page
 EDUCATIONAL EVALUATION AND POLICY ANALYSISHome page
G. D. Borman and G. M. Hewes
The Long-Term Effects and Cost-Effectiveness of Success for All
Educational Evaluation and Policy Analysis, January 1, 2002; 24(4): 243 - 266.
[Abstract] [PDF]

Home page
 EDUCATIONAL RESEARCHERHome page
S. Pogrow
Research news and Comment: Rejoinder: Consistent Large Gains and High Levels of Achievement are the Best Measures of Program Quality: Pogrow Responds to Slavin
Educational Researcher, November 1, 1999; 28(8): 24 - 31.
[PDF]

Home page
 EDUCATIONAL RESEARCHERHome page
S. Pogrow
Research news and Comment: What Is an Exemplary Program, and Why Should Anyone Care? A Reaction to Slavin & Klein
Educational Researcher, October 1, 1998; 27(7): 22 - 29.
[PDF]