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Success for All: A Quantitative Synthesis of U.S. Evaluations
Journal of Research on Educational Effectiveness ( IF 2.217 ) Pub Date : 2021-04-16 , DOI: 10.1080/19345747.2020.1868031
Alan C. K. Cheung 1 , Chen Xie 2 , Tengteng Zhuang 1 , Amanda J. Neitzel 3 , Robert E. Slavin 3
Affiliation  

Abstract

Success for All (SFA) is a comprehensive whole-school approach designed to help high-poverty elementary schools increase the reading success of their students. It is designed to ensure success in grades K-2 and then build on this success in later grades. SFA combines instruction emphasizing phonics and cooperative learning, one-to-small group tutoring for students who need it in the primary grades, frequent assessment and regrouping, parent involvement, distributed leadership, and extensive training and coaching. Over a 33-year period, SFA has been extensively evaluated, mostly by researchers unconnected to the program. This quantitative synthesis reviews the findings of these evaluations. Seventeen US studies meeting rigorous inclusion standards had a mean effect size of +0.24 (p < .05) on independent measures. Effects were largest for low achievers (ES= +0.54, p < .01). Although outcomes vary across studies, mean impacts support the effectiveness of Success for All for the reading success of disadvantaged students.



中文翻译:

所有人都成功:美国评估的定量综合

摘要

全民成功(SFA)是一种全面的全校学习方法,旨在帮助高贫困小学提高学生的阅读成功率。它旨在确保在K-2年级取得成功,然后在以后的年级中获得成功。SFA结合了强调语音和合作学习的指导,针对小学阶段需要的学生的一对小小组辅导,频繁的评估和重组,家长的参与,分布式领导以及广泛的培训和辅导。在过去的33年中,SFA受到了广泛的评估,大部分是由与该计划无关的研究人员进行的。该定量综合综述了这些评估的结果。符合严格纳入标准的17项美国研究的平均效应大小为+0.24(p <.05)关于独立措施。对于低成就者,影响最大(ES = + 0.54,p  <.01)。尽管不同研究的结果有所不同,但均值影响支持“全民成功”对于处境不利学生的阅读成功的有效性。

更新日期:2021-04-16
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