WWC Summary of Evidence for this Intervention

Success for All®

Success for All (SFA®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. SFA® includes a literacy program, quarterly assessments of student learning, a social-emotional development program, computer-assisted tutoring tools, family support teams for students’ parents, a facilitator who works with school personnel, and extensive training for all intervention teachers. The literacy program emphasizes phonics for beginning readers and comprehension for all students. Teachers provide reading instruction to students grouped by reading ability for 90 minutes a day, 5 days a week. In addition, certified teachers or paraprofessionals provide daily tutoring to students who have difficulty reading at the same level as their classmates.

Reviewed Research

March 2017
 
Outcome
domain
Effectiveness
rating
Studies meeting standards Grades
examined
Students Improvement
index
Alphabetics Positive effects 8 studies meet standards K-4 7,957
 
 
9
Borman, G.D., Slavin, R. E., Cheung, A., Chamberlain, A.M., Madden, N. A., & Chambers, B. (2007) 1-3 1,936
 
 
13
Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993) K-4 1,342
 
 
22
Quint, J., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. (2015) K-2 2,907
 
 
4
Ross, S. M., & Casey, J. (1998) 1 288 --
Ross, S. M., & Casey, J. (1998) K 265 --
Ross, S. M., Alberg, M., McNelis, M., & Rakow, J. (1998) 1-2 128 --
Ross, S. M., Smith, L. J., & Casey, J. (1995) 2-4 205 --
Tracey, L., Chambers, B., Slavin, R. E., Madden, N. A., Cheung, A., & Hanley, P. (2014) 1 886
 
 
8
Comprehension Mixed effects 8 studies meet standards K-4 9,733 --
Borman, G.D., Slavin, R. E., Cheung, A., Chamberlain, A.M., Madden, N. A., & Chambers, B. (2007) 1-3 4,355 --
Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993) K-4 730
 
 
17
Quint, J., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. (2015) K-2 2,894 --
Ross, S. M., & Casey, J. (1998) 1 288 --
Ross, S. M., & Casey, J. (1998) K 265 --
Ross, S. M., Alberg, M., McNelis, M., & Rakow, J. (1998) 1-2 128
-11
 
 
Ross, S. M., Smith, L. J., & Casey, J. (1995) 2-4 205 --
Tracey, L., Chambers, B., Slavin, R. E., Madden, N. A., Cheung, A., & Hanley, P. (2014) 1 868 --
Reading achievement Mixed effects 6 studies meet standards K-4 2,574 --
Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993) K-4 1,157
 
 
14
Ross, S. M., & Casey, J. (1998) 1 288 --
Ross, S. M., & Casey, J. (1998) K 265 --
Ross, S. M., Alberg, M., McNelis, M., & Rakow, J. (1998) 1-2 128 --
Ross, S. M., Smith, L. J., & Casey, J. (1995) 2-4 205 --
Skindrud, K., & Gersten, R. (2006) 2-3 531 --
Reading fluency Potentially positive effects 2 studies meet standards K-4 1,186
 
 
12
Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993) K-4 306
 
 
18
Tracey, L., Chambers, B., Slavin, R. E., Madden, N. A., Cheung, A., & Hanley, P. (2014) 1 880 --
October 2012
 

As of October 2012, no studies of Success for All® were found that fell within the scope of the English Language Learners review protocol and met WWC evidence standards. Therefore, the WWC is unable to draw any research based conclusions about the effectiveness or ineffectiveness of Success for All® to improve outcomes in this area.

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