WWC review of this study

Evaluation of elementary school school-wide programs: Clover Park School District year 2: 1997–98.

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

  • Quasi-Experimental Design
     examining 
    128
     Students
    , grades
    1-2
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. Accelerated Schools

2 Years

Grade: 2;
128 students

23.62

23.69

No

 
 
0
More Outcomes

Woodcock Reading Mastery Test (WRMT): Word Identification subtest

Success for All® vs. Accelerated Schools

2 Years

Grade: 2;
128 students

51.94

52.95

No

-3
 
 
Show Supplemental Findings

Woodcock Reading Mastery Test (WRMT): Word Attack subtest

Success for All® vs. Accelerated Schools

1 Year

Grade: 1;
252 students

18.35

15.86

Yes

 
 
11

Woodcock Reading Mastery Test (WRMT): Word Identification subtest

Success for All® vs. Accelerated Schools

1 Year

Grade: 1;
252 students

N/A

N/A

No

 
 
0
Comprehension outcomes—Substantively important negative 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. Accelerated Schools

2 Years

Grade: 2;
128 students

27.43

29.65

No

-11
 
 
More Outcomes
Show Supplemental Findings

Woodcock Reading Mastery Test (WRMT): Passage Comprehension subtest

Success for All® vs. Accelerated Schools

1 Year

Grade: 1;
252 students

N/A

N/A

No

 
 
0
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. Accelerated Schools

2 Years

Grade: 2;
128 students

11.93

12.63

No

-4
 
 
More Outcomes
Show Supplemental Findings

Durrell Analysis of Reading Difficulty (DARD) Oral Reading

Success for All® vs. Accelerated Schools

1 Year

Grade: 1;
252 students

N/A

N/A

No

 
 
2

Characteristics of study sample as reported by study author.


  • 67% Free or reduced price lunch
  • Race
    Not specified
    100%

  • Urban
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    Washington

Setting

The study was conducted in 19 schools in Clover Park, Washington.

Study sample

The study compared whole-school improvement programs, including SFA®, Accelerated Schools, and locally developed programs, in 19 schools for students in grades 1–2. Schools were divided into four groups based on their similarity on several school characteristics, including enrollment, percentage of minority students, percentage of students eligible for free or reduced-price lunch, and initial academic performance. Only one group (referred to as “cluster 2A” by the study authors), which was the third highest with respect to socioeconomic status, meets WWC group design standards. This group included three SFA® schools and two Accelerated Schools. The percentage of minority students in the three intervention schools was between 47% and 63%. In the comparison schools, the percentage of minority students ranged from 42% to 54%. The percentage of students eligible for free or reduced-price lunch varied from 63% to 66% in intervention schools, and from 66% to 71% in comparison schools. For the effectiveness ratings, the WWC focused on findings from the sample of 128 second graders, who completed 2 years of the program. After 2 years, three SFA® schools with 86 students and two Accelerated Schools with 42 students remained in the analytic sample.

Intervention Group

Intervention students received the typical SFA® program, including the SFA® reading curriculum, tutoring for students in grades 1–2, quarterly assessments, family support teams for students’ parents, a facilitator who worked with school personnel, and training for all intervention teachers.

Comparison Group

Accelerated Schools is a comprehensive school reform program that is designed to close the achievement gap between at-risk and not-at-risk children. The program redesigns and integrates curricular, instructional, and organizational practices to improve the achievement of at-risk students.

Support for implementation

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

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • 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: The University of Memphis, Center for Research in Educational Policy.

 

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