References

Met WWC evidence standards

Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). Final reading outcomes of the national randomized field trial of Success for All. Retrieved from Success for All Web site: http://www.successforall.net/_images/pdfs/Third_Year_Results_06.doc

Additional sources:
Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2005, winter). The national randomized field trial of Success for All: Secondyear outcomes. American Educational Research Journal, 42 (4), 673–696.

Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., & Madden, N. (2004). Success for All: Preliminary first-year results from the national randomized field trial. Baltimore, MD: Success for All Foundation.

Chambers, B., Slavin, R. E., Madden, N. A., Cheung, A., & Gifford, R. (2004). Effects of Success for All with embedded video on the beginning reading achievement of Hispanic children. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Slavin, R. E., Madden, N. A., Cheung, A., Chamberlain, A., Chambers, B., & Borman, G. (2005). A randomized evaluation of Success for All: Second-year outcomes. Baltimore, MD: Success for All Foundation.

Met evidence standards with reservations

Dianda, M., & Flaherty, J. (1995, April). Effects of Success for All on the reading achievement of first graders in California bilingual programs. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Additional sources:
Livingston, M., & Flaherty, J. (1997). Effects of Success for All on reading achievement in California schools. San Francisco: CA: WestEd.

Slavin, R. E., & Madden, N. A. (1999). Effects of bilingual and English as a second language adaptations of Success for All on the reading achievement of students acquiring English. Journal of Education for Students Placed at Risk, 4 (4), 393–416. (Study: California)

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: California)

Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30 (1), 123–148.

Additional sources:
Borman, G. D., & Hewes, G. M. (2002). The long-term effects and cost effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24 (4), 243–266.

Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1991). Success for All: Multi-year effects of a schoolwide elementary restructuring program. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L., and Wasik, B. A. (1990). Success for All: Second Year Report. Baltimore, MD: Baltimore Public Education Institute and Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1993). Success for All in the Baltimore City Public Schools: Year 6 report. Baltimore, MD: Johns Hopkins University, Center for Research in Effective Schooling for Disadvantaged Students.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994). ‘Whenever and wherever we choose’: The replication of ‘Success for All’. Phi Delta Kappan, 75 (8), 639–647. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All in the Baltimore City Public Schools: Year 5 report. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students.

Ross, S. M., Alberg, M., & McNelis, M. (1997). Evaluation of elementary school school-wide programs: Clover Park School District, year 1: 1996–97. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Additional source:
Ross, S. M., Alberg, M., McNelis, M., & Smith, L. J. (1998). Evaluation of elementary school-wide programs: Clover Park School District year 2: 1997–98. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., & Casey, J. (1998). Longitudinal study of student literacy achievement in different Title I school-wide programs in Fort Wayne Community Schools year 2: First grade results. Memphis, TN: The University of Memphis, Center for Research in Education Policy.

Additional sources:
Casey, J., Smith, L. J., & Ross, S. M. (1994). 1993–1994 Fort Wayne, Indiana SFA Results. Memphis, TN: Center for Research in Educational Policy.

Ross, S. M., Smith, L. J., & Casey, J. (1995). Final Report: 1994-95 Success for All Program in Fort Wayne, Indiana. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Smith, L. J., Casey, J., & Johnson, B. (1993). Final Report: 1992–93 Success for All Program in Ft. Wayne, Indiana. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Smith, L. J., Casey, J., Johnson, B., & Bond, C. (1994, April). Using Success for All to restructure elementary schools: A tale of four cities. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Ft. Wayne, IN)

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Ft. Wayne, IN)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Ft. Wayne, IN)

Smith, L. J., Ross, S. M., & Casey, J. (1996). Multi-site comparison of the effects of Success for All on reading achievement. Journal of Literacy Research, 28 (3), 329–353. (Study: Ft. Wayne, IN)

Smith, L. J., Ross, S. M., Faulks, A., Casey, J., Shapiro, M., & Johnson, B. (1993). Final report: 1991–92 Success for All Program in Ft. Wayne, Indiana. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., McNelis, M., Lewis, T., & Loomis, S. (1998). Evaluation of Success for All programs: Little Rock School District year 1: 1997–1998. Memphis, TN: The University of Memphis, Center for Research in Education Policy.

Additional sources:
Wang, L. W., & Ross, S. M. (1999). Evaluation of Success for All program: Little Rock School District year 2: 1998–1999. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Wang, L. W., & Ross, S. M. (1998). Evaluation of Success for All programs: Little Rock School District year 1: 1997–1998. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Smith, L. J., Ross, S. M., Faulks, A., Casey, J., Shapiro, M., & Johnson, B. (1993). 1991–1992 Ft. Wayne, Indiana SFA results. Memphis, TN: The University of Memphis, Center for Research in Education Policy. (Study: Ft. Wayne, IN)

Additional source:
Smith, L. J., Ross, S. M., & Casey, J. (1996). Multi-site comparison of the effects of Success for All on reading achievement. Journal of Literacy Research, 28 (3), 329–353.

Did not meet WWC evidence screens

Ahearn, E. M. (1994). Involvement of students with disabilities in the New American Schools development corporation projects. Alexandria, VA: National Association of State Directors of Special Education. (ERIC Document Reproduction Service No. ED371513)¹²

Atkinson, C. L. H. (1998). An analysis of the impact of ‘Success for All’ on reading, attendance, and academic self-efficacy with at-risk elementary school students. Dissertation Abstracts International, 59 (10), 3699A. (UMI No. 9905180)¹³

Barnes, C., Camburn, E., Kim, J. S., & Rowan, B. (2005, April). School leadership and instructional improvement in CSR schools. Paper presented at the meeting of the American Educational Research Association, San Diego, CA. ¹²

Berends, M., Chun, J., Schuyler, G., Stockly, S., & Briggs, R. J. (2002). Challenges of conflicting school reforms: New American Schools in a high-poverty district. Santa Monica, CA: RAND Education. (ERIC Document Reproduction Service No. ED464984)¹⁴

Berends, M., Kirby, S. N., Naftel, S., & McKelvey, C. (2000). Implementation and performance in New American Schools: Three years into scale-up. Santa Monica, CA: RAND Education. (ERIC Document Reproduction Service No. ED451204)¹⁴

Bifulco, R. (2001). Do whole-school reform models boost student performance: Evidence from New York City. Dissertation Abstracts International, 62 (06), 1991A. (UMI No. 3019134)¹⁵

Casey, J., Smith, L. J., & Ross, S. M. (1994). Final report: 1993–94 Success for All Program in Memphis, Tennessee: Formative evaluation of new SFA Schools. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ¹⁶

Chambers, B., Cheung, A. C. K., Madden, N. A., Slavin, R. E., & Gifford, R. (2006). Achievement effects of embedded multimedia in a Success for All reading program. Journal of Educational Psychology, 98 (1), 232–237. ¹⁷

Additional source:
Chambers, B., Cheung, A., Gifford, R., Madden, N., & Slavin, R. E. (2004). Achievement effects of embedded multimedia in a Success For All reading program. Baltimore, MD: Success for All Foundation.

Chambers, B., Abrami, P. C., & Morrison, S. (2001). Can Success for All succeed in Canada? In R. E. Slavin, & N. A. Madden (Eds.), Success for All: Research and reform in elementary education (pp. 93–109). Mahwah, NJ: Lawrence Erlbaum Associates. ¹⁴

Clarke, P. A. (2001). Analysis of the Success for All and School Development programs and their effects on reading comprehension. Union, NJ: Kean University. (ERIC Document Reproduction Service No. ED456426)¹⁴

Datnow, A., Borman, G. D., Stringfield, S., Overman, L. T., & Castellano, M. (2003). Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis, 25 (2), 143–170. ¹⁸

Dicembre, E. (2002). How they turned the ship around. Journal of Staff Development, 23 (2), 32–35. ¹⁷

Greenlaw, M. J. (2004). A case study examining the relationships among teachers’ perceptions of the Success for All reading program, teachers’ sense of efficacy, students’ attitudes toward reading and students’ reading achievement. Dissertation Abstracts International, 65 (07), 2541A. (UMI No. 3139431)¹⁷

Grehan, A. W. (2001). The effects of the Success for All Program on improving reading readiness skills for at-risk students in kindergarten. Dissertation Abstracts International, 62 (10), 3292A. (UMI No. 3029892)¹³

Hankerson, K. M. (2004). A cross-case study of the practices of the Success for All (SFA) facilitator. Dissertation Abstracts International, 65 (03), 836A. (UMI No. 3126318)¹⁷

Harris, A., Hopkins, D., & Wordsworth, J. (2001). The implementation and impact of Success for All in English schools. In R. E. Slavin, & N. A. Madden (Eds.), Success for All: Research and reform in elementary education (pp. 81–92). Mahwah, NJ: Lawrence Erlbaum Associates. ¹⁷

Hertz-Lazarowitz, R. (2001). Success for All: A community model for advancing Arabs and Jews in Israel. In R. E. Slavin, & N. A. Madden (Eds.), Success for All: Research and reform in elementary education (pp. 149–177). Mahwah, NJ: Lawrence Erlbaum Associates. ¹⁹

Hess, P. M. (2004). A study of teachers’ selection and implementation of meta-cognitive reading strategies for fourth/fifth grade reading comprehension from a Success for All reading program perspective: Moving beyond the fundamentals. Dissertation Abstracts International, 65 (07), 2542A. (UMI No. 3140930)¹⁴

Hurley, E. A., Chamberlain, A., Slavin, R. E., & Madden, N. A. (2001). Effects of Success for All on TAAS reading scores—A Texas statewide evaluation. Phi Delta Kappan, 82 (10), 750–756. ¹⁸

James, D. W., Jurich, S., & Estes, S. (2001). Raising minority academic achievement: A compendium of education programs and practices. Retrieved from American Youth Policy Forum Web site: http://www.aypf.org/publications/rmaa/pdfs/Book.pdf¹⁷

James, L. R. D. (2003). The effect of the Success for All reading approach on fourth- and fifth-grade students’ standardized reading assessment scores. Dissertation Abstracts International, 63 (11), 3896A. (UMI No. 3072259)¹⁴

Jones, E. M., Gottfredson, G. D., & Gottfredson, D. C. (1997). Success for some: An evaluation of a Success for All Program. Evaluation Review, 21 (6), 643–670. ¹⁶

Additional sources:
Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Charleston, SC)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Charleston, SC)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994). ‘Whenever and wherever we choose’: The replication of ‘Success for All’. Phi Delta Kappan, 75 (8), 639–647. (Study: Charleston, SC)

Kapushion, B. M. (2003). A qualitative study of “Success for All—Roots and Wings” on four Jefferson County schools. Dissertation Abstracts International, 64 (01), 58A. (UMI No. 3078189)¹⁷

Koh, M. S., & Robertson, J. S. (2003). School reform models and special education. Education and Urban Society, 35 (4), 421–442. ¹⁷

Lewis, J. L., & Bartz, M. (1999). New American Schools designs: An analysis of program results in district schools—Cincinnati Public Schools. Cincinnati, OH: Cincinnati Public Schools, Research and Evaluation Office. ¹⁷

Lucius, L. B. (2000). A comparison of three kindergarten curricula on language and literacy performance. Dissertation Abstracts International, 62 (01), 65A. (UMI No. 3003007)¹²

Manset, G., St. John, E. P., Simmons, A., Michael, R., Bardzell, J., Hodges, D., et al. (1999). Indiana’s early literacy intervention grant program impact study for 1997–98. Prepared for Indiana Department of Education. Bloomington, IN: Indiana
Education Policy Center.²⁰

Massue, F. M. (1999). Effects of engaging in Success for All on children’s causal attributions. Montreal: Concordia University, Department of Education. ¹⁴

McCollum-Rogers, S. A. (2004). Comparing Direct Instruction and Success for All with a basal reading program in relation to student achievement. Dissertation Abstracts International, 65 (10), 3642A. (UMI No. 3149920)²¹

Munoz, M. A., Dossett, D., & Judy-Gallans, K. (2003). Educating students placed at risk: Evaluating the impact of Success for All in urban settings. Retrieved from Jefferson County Public Schools, Accountability, Research, and Planning Department Web site: http://www.jefferson.k12.ky.us/Departments/AcctResPlan/PDF/ SFA paper.pdf¹³

Nunnery, J. A., Slavin, R. E., Madden, N. A., Ross, S. M., Smith, L. J., Hunter, P., et al (1997, March). Effects of full and partial implementations of Success for All on student reading achievement in English and Spanish. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. ¹³

Additional sources:
Nunnery, J. A. (1995). An assessment of Success for All program component effects on the reading achievement of at-risk first grade students. Dissertation Abstracts International, 57 (01), 155A. (UMI No. 9615378)

Nunnery, J. A., Slavin, R. E., Ross, S. M., Smith, L. J., Hunter, P., & Stubbs, J. (1996, April). An assessment of Success for All program component configuration effects on the reading achievement of at-risk first grade students. Paper presented at the meeting of the American Educational Research Association, New York.

Pogrow, S. (2002). Success for All is a failure. Phi Delta Kappan, 83 (6), 463–468. ¹⁷

Additional source:
Pogrow, S. (2003). [Pogrow final debate]. Unpublished raw data.

Ross, S. M., & Casey, J. (1998). Success for All evaluation: 1997–1998 Tigard-Tualatin School District. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ¹³

Ross, S. M., Nunnery, J. A., Goldfeder, E., McDonald, A., Rachor, R., Hornbeck, M., et al. (2004). Using school reform models to improve reading achievement: A longitudinal study of direct instruction and Success for All in an urban district. Journal of Education for Students Placed at Risk, 9 (4), 357–388. ¹³

Additional source:
Ross, S. M., Fleischman, S. W., & Hornbeck, M. (2003). Progress and options regarding the implementation of Direct Instruction and Success for All in Toledo public schools. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Nunnery, J. A., & Smith, L. J. (1996). Evaluation of Title I reading programs: Amphitheater public schools—Year 1: 1995–1996. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ²²

Additional source:
Slavin, R. E., & Madden, N. A. (1999). Effects of bilingual and English as a second language adaptations of Success for All on the reading achievement of students acquiring English. Journal of Education for Students Placed at Risk, 4 (4), 393–416. (Study: Arizona)

Ross, S. M., & Smith, L. J. (1994). Effects of the Success for All model on kindergarten through second-grade reading achievement, teachers’ adjustment, and classroom-school climate at an inner-city school. The Elementary School Journal, 95 (2), 121–138. ¹⁶

Additional sources:
Ross, S. M., & Smith, L. J. (1992). Final report: 1991–92 Success for All program in Memphis, Tennessee. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Smith, L. J., Casey, J., Johnson, B., & Bond, C. (1994, April). Using Success for All to restructure elementary schools: A tale of four cities. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Memphis, TN)

Ross, S. M., Smith, L. J., Crawford, A., Eck, L., Lohr, L., & Faulks, A. (1991). Final report: Success for All 1990–91 Memphis program. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Memphis, TN)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Memphis, TN)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994). ‘Whenever and wherever we choose’: The replication of ‘Success for All’. Phi Delta Kappan, 75 (8), 639–647. (Study: Memphis, TN)

Smith, L. J., Ross, S. M., & Casey, J. (1994). Final report: 1993–1994 Success for All Program in Memphis, Tennessee. Memphis, TN: University of Memphis, Center for Research in Educational Policy. (Study: Memphis, TN)

Smith, L. J., Ross, S. M., Johnson, B., & Casey, J. (1993). Final report: 1992–1993 Memphis, Tennessee SFA results. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Sanders, W. L., & Wright, S. P. (2000). Fourth year achievement results on the Tennessee Value-Added Assessment System for restructuring schools in Memphis. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ¹⁸

Ross, S. M., Sanders, W. L., Wright, S. P., Stringfield, S., Wang, L. W., & Alberg, M. (2001). Two- and three-year achievement results from the Memphis Restructuring Initiative. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ¹⁸

Ross, S. M., Smith, L. J., & Casey, J. (1992). Final report: 1991–92 Success for All program in Caldwell, Idaho. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ¹⁶

Additional sources:
Ross, S. M., Smith, L. J., Casey, J., & Slavin, R. E. (1995). Increasing the academic success of disadvantaged children: An examination of alternative early intervention programs. American Educational Research Journal, 32 (4), 773–800.

Ross, S. M., Smith, L. J., Casey, J., Johnson, B., & Bond, C. (1994, April). Using Success for All to restructure elementary schools: A tale of four cities. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Caldwell, ID)

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Caldwell, ID)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Caldwell, ID)

Smith, L. J., Ross, S. M., & Casey, J. (1996). Multi-site comparison of the effects of Success for All on reading achievement. Journal of Literacy Research, 28 (3), 329–353. (Study: Caldwell, ID)

Ross, S. M., Smith, L. J., & Casey, J. (1997a). Final report: 1996–97 Success for All Program in Clark County, Georgia. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ¹⁶

Ross, S. M., Smith, L. J., & Casey, J. (1997b). Preventing early school failure: Impacts of Success for All on standardized test outcomes, minority group performance, and school effectiveness. Journal of Education for Students Placed at Risk, 2 (1), 29-53. ²³

Additional sources:
Ross, S. M., Smith, L. J., & Casey, J. (1999). Bridging the gap: The effects of the Success For All Program on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement, 10 (2), 129-150.

Ross, S. M., Smith, L. J., & Nunnery, J. A. (1998, April). The relationship of program implementation quality and student achievement. Paper presented at the meeting of the American Educational Research Association, San Diego, CA. ¹⁶

Additional source:
Ross, S. M., Smith, L. J., Lewis, T., & Nunnery, J. A. (1996). 1995–96 evaluation of Roots and Wings in Memphis City Schools. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Tabachnick, S., & Sterbinsky, A. (2004). Using comprehensive school reform models to raise student achievement: Factors associated with success in Memphis. Journal of Education for Students Placed at Risk, 30 (4), 357-388. (ERIC Document Reproduction Service No. EJ682946)¹²

Ross, S. M., Wang, L. W., Sanders, W. L., Wright, S. P., & Stringfield, S. (1999). Two- and three-year achievement results on the Tennessee Value-Added Assessment System for restructuring schools in Memphis. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ¹⁸

Ross, S. M., Wang, W., Sanders, W. L., & Wright, S. P. (1999). Teacher mobility and effectiveness in restructuring and non-restructuring schools in an inner-city district. Retrieved from SAS Institute Web site: http://www.sas.com/govedu/edu/teacher_mobility.pdf²⁰

Sanders, W. L., Wright, S. P., Ross, S. M., & Wang, L. W. (2000). Value-added achievement results for three cohorts of Roots and Wings schools in Memphis: 1995–1999 outcomes. Retrieved from Success for All Foundation Web site: http://successforall.com/_images/pdfs/Ross_Roots_Wings_99.pdf¹⁸

Schneider, F. H. (1999). Impact of the ‘Success for All’ program in the teaching of reading for third grade students in selected elementary schools in the Pasadena Independent School District. Dissertation Abstracts International, 60 (06), 1965A. (UMI No. 9934489)²¹

Seligo Boehle, D. (2003). How schema appropriate alternate assessments affect the oral reading accuracy and oral reading fluency of selected first-grade students using the school-wide reform model Success for All. Masters Abstracts International, 42 (02), 383. (UMI No. 1416013)¹⁷

Simpson, S. H. (1997). A principal’s perspective of the implementation of Reading Recovery in six metropolitan Nashville elementary schools. Dissertation Abstracts International, 58 (08), 2948A. (UMI No. 9806596)¹³

Slavin, R. E., & Madden, N. A. (1991). Success for All at Buckingham Elementary: Second year evaluation. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students. ¹⁶

Additional source:
Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1991). Success for All: Multi-year effects of a schoolwide elementary restructuring program. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students. (Study: Worchester County (Berlin), MD)

Slavin, R. E., & Madden, N. A. (1994, April). Lee Conmigo: Effects of Success for All in bilingual first grades. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. ¹⁹

Slavin, R. E., & Madden, N. A. (1998). Success for All/Éxito Para Todos—Effects on the reading achievement of students acquiring English (Report No. 19). Baltimore, MD: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University. (ERIC Document Reproduction Service No. ED423327)¹⁹

Slavin, R. E., & Madden, N. A. (1999). Effects of bilingual and English as a second language adaptations of Success for All on the reading achievement of students acquiring English. Journal of Education for Students Placed at Risk, 4 (4), 393–416. (Study: Philadelphia, PA) ²³

Additional sources:
Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1991). Success for All: Multi-year effects of a schoolwide elementary restructuring program. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students. (Study: Philadelphia, PA)

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1994). Implementing Success for All in the Philadelphia Public Schools: Final report to the Pew Foundation. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1993). Success for All: Evaluations of national replications (Report No. 43). Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Philadelphia, PA)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Philadelphia, PA)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994). ‘Whenever and wherever we choose’: The replication of ‘Success for All’. Phi Delta Kappan, 75 (8), 639–647. (Study: Philadelphia, PA)

Slavin, R. E., Leighton, M., & Yampolsky, R. (1990). Success For All: Effects on the achievement of limited English proficient children (Report No. 5). Baltimore, MD: The Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students. (ERIC Document Reproduction Service No. ED331585)²⁴

Additional source:
Slavin, R. E., & Yampolsky, R. (1991). Effects of Success for All on students with limited English proficiency: A three-year evaluation. Retrieved from Success for All Foundation Web site: http://www.successforall.net/_images/pdfs/englanlearn.htm

Slavin, R. E., Madden, N. A., Cheung, A., & Liang, C. (2002). Success for All in California: Gains on SAT-9 Reading and the Academic Performance Index. Baltimore, MD: Success for All Foundation. ¹⁸

Slavin, R. E., Madden, N. A., Karweit, N., Livermon, B. J., & Dolan, L. (1990). Success for All: First-year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27 (2), 255–278. ¹⁶

Smith, L. J., Ross, S. M., & Casey, J. (1996). Multi-site comparison of the effects of Success for All on reading achievement. Journal of Literacy Research, 28 (3), 329–353.10 (Study: Montgomery, AL)²¹

Additional sources:
Ross, S. M., Smith, L. J., Casey, J., Johnson, B., & Bond, C. (1994, April). Using Success for All to restructure elementary schools: A tale of four cities. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Montgomery, AL)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Montgomery, AL)

St. John, E. P., Manset, G., Chung, C., & Worthington, K. (2001). Assessing the rationales for educational reforms: A test of the professional development, comprehensive reform, and direct instruction hypotheses. Bloomington: Indiana University, Indiana Education Policy Center, Smith Center for Research in Education. (ERIC Document Reproduction Service No. ED458641)²⁰

St. John, E. P., Manset, G., Chung, C., Simmons, A. B., & Musoba, G. D. (2000). Research-based reading interventions: The impact of Indiana’s Early Literacy Grant Program. Bloomington: Indiana University, Indiana Education Policy Center, Smith Center for Research in Education. (ERIC Document Reproduction Service No. ED447466)¹⁷

Sterbinsky, A., Ross, S. M., & Redfield, D. (2002). The effects of implementing comprehensive school reform models in 12 elementary schools: Year 3 study results. Charleston, SC: Appalachia Educational Laboratory. ¹⁸

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Sterbinsky, A., Ross, S. M., & Redfield, D. (2003, April). Comprehensive school reform: A multi-site replicated experiment. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

Stringfield, S., Millsap, M. A., Herman, R., Yoder, N., Brigham, N., Nesselrodt, P., et al. (1997). Urban and suburban/rural special strategies for educating disadvantaged children: Findings and policy implications of a longitudinal study. Retrieved from Johns Hopkins University, Center for Social Organization of Schools Web site: http://www.csos.jhu.edu/Otherlinks/SpecialStrategies/index.htm¹⁷

Tivnan, T., & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. The Elementary School Journal, 105 (5), 419–441. ²¹

Urdegar, S. M. (2000). Evaluation of the Success for All Program 1998–99. Miami, FL: Miami-Dade County Public Schools, Office of Evaluation and Research. ²⁵

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Urdegar, S. M. (1998). Evaluation of the Success for All program 1997–98. Miami, FL: Miami-Dade Public Schools, Office of Educational Evaluation.

Veals, C. J. (2002). The impact of the Success for All reading program on the reading performance of third grade students in two southwest Mississippi schools. Dissertation Abstracts International, 63 (04), 1291A. (UMI No. 3049586)¹⁸

Wang, L. W., & Ross, S. M. (1999). Results for Success for All Program: Alhambra School District. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ²⁶

Wang, L. W., & Ross, S. M. (2003). Comparisons between elementary school programs on reading performance: Albuquerque Public Schools. Memphis, TN: University of Memphis, Center for Research in Educational Policy. ²¹

Wells, L. R. (2000). An investigation of the Success for All reading program at two Mississippi elementary schools. Dissertation Abstracts International, 61 (04), 1342A. (UMI No. 9970370)¹⁴

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