Evaluation of Success for All on Reading Achievement in a Metropolitan School District: A Multi-Cohort Study

• In Event: 523 - Section on Sociology of Education Refereed Roundtable Session and Business Meeting
  In Refereed Roundtable 60min: Table 16. Educational Programs, Educational Reforms, and Student Research: Session I

Abstract

The present research examines the impact of the Success for All (SFA) educational program on the reading achievement of all elementary students tested in the Houston Independent School District. Six cohorts of second and third graders are followed from the 1998-1999 through the 2004-2005 academic years. More schools and students are analyzed than in previous studies of SFA. Students enrolled in SFA schools are compared to children attending non-SFA schools. Student reading performance was assessed using the Stanford Reading Achievement Tests. Multilevel statistical models incorporating school-level and student-level personal characteristics were estimated. No statistically significant differences in reading achievement between SFA and non-SFA students were observed in any of the cohorts. The current findings are consistent with other studies conducted by researchers unaffiliated with Success for All. Reasons for the null findings are discussed. This study suggests that SFA may not be as effective as claimed by its supporters.

Authors

• Jon Lorence, University of Houston

• Joe Curiel, Minnesota Department of Education