WWC review of this study

Success for All evaluation: 1997–1998 Tigard-Tualatin School District.

Ross, S. M., & Casey, J. (1998). Memphis, TN: University of Memphis, Center for Research in Educational Policy.

  • Quasi-Experimental Design
     examining 
    265
     Students
    , grade
    K
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: March 2017

Alphabetics outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Woodcock Reading Mastery Test (WRMT): Word Attack subtest

Success for All® vs. Business as usual

1 Year

Full sample;
265 students

3.64

2.39

No

--
More Outcomes

Woodcock Reading Mastery Test (WRMT): Word Identification subtest

Success for All® vs. Business as usual

1 Year

Full sample;
265 students

8.38

5.7

No

--
Show Supplemental Findings

Woodcock Reading Mastery Test (WRMT): Word Identification subtest

Success for All® vs. Business as usual

1 Year

Grade: K, Lowest 25%;
69 students

3.18

0.62

Yes

 
 
19

Woodcock Reading Mastery Test (WRMT): Word Attack subtest

Success for All® vs. Business as usual

1 Year

Grade: K, Lowest 25%;
69 students

1.03

0.31

No

 
 
17
Comprehension outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Woodcock Reading Mastery Test (WRMT): Passage Comprehension subtest

Success for All® vs. Business as usual

1 Year

Full sample;
265 students

3.71

3.66

No

--
More Outcomes
Show Supplemental Findings

Woodcock Reading Mastery Test (WRMT): Passage Comprehension subtest

Success for All® vs. Business as usual

1 Year

Grade: K, Lowest 25%;
69 students

1.5

1

No

 
 
10
Reading achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Durrell Analysis of Reading Difficulty (DARD) Oral Reading

Success for All® vs. Business as usual

1 Year

Full sample;
265 students

0.78

0.49

No

--
More Outcomes
Show Supplemental Findings

Durrell Analysis of Reading Difficulty (DARD) Oral Reading

Success for All® vs. Business as usual

1 Year

Grade: K, Lowest 25%;
69 students

0.2

0

No

 
 
10

Characteristics of study sample as reported by study author.


  • 16% Free or reduced price lunch
  • Race
    Not specified
    100%

  • Urban
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    Oregon

Setting

The study was conducted in four elementary schools located in the Tigard-Tualatin School District in Oregon.

Study sample

This study examined the effects of SFA® in two elementary schools in the Tigard-Tualatin School District and used two elementary schools in the same school district as a comparison group. The study took place over 1 school year (1997–98) and included kindergarten and first-grade students. Students at the same grade levels in four schools were described as demographically similar. The WWC based its effectiveness rating on the kindergarten sample because comparisons of first graders did not satisfy the baseline equivalence requirement and therefore did not meet WWC group design standards. The analytic sample included 156 kindergarten students in the SFA® group and 109 kindergarten students in the comparison group. The schools in the intervention and comparison groups had low proportions of minority students, as well as low proportions of students receiving free or reduced-price lunch. All study schools had between 12% and 17% minority enrollment, contained less than 1,000 students, and between 11% and 21% of students received free or reduced-price lunches.

Intervention Group

No description of SFA® as implemented in the study is provided in the text.

Comparison Group

The comparison group received the district’s standard reading program for kindergarten. No other information was provided on the comparison curriculum.

Support for implementation

No information on training for the specific teachers in this study was provided.

 

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