WWC review of this study

Success for All in England: Results from the third year of a national evaluation.

Tracey, L., Chambers, B., Slavin, R. E., Madden, N. A., Cheung, A., & Hanley, P. (2014). SAGE Open, 4(3), 1–10.

  • Quasi-Experimental Design
     examining 
    35
     Schools
    , grade
    1
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: March 2017

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

Woodcock Johnson (WJ): Word Identification subtest

Success for All® vs. Business as usual

3 Years

Full sample;
886 students

64.66

61.47

Yes

 
 
8
More Outcomes

Woodcock Johnson (WJ): Word Attack subtest

Success for All® vs. Business as usual

3 Years

Full sample;
886 students

29.22

27.65

Yes

 
 
7
Comprehension outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

The York Assessment of Reading Comprehension (YARC) Comprehension

Success for All® vs. Business as usual

3 Years

Full sample;
868 students

53.04

52.61

No

 
 
2
Reading fluency outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

The York Assessment of Reading Comprehension (YARC) Reading Rate

Success for All® vs. Business as usual

3 Years

Full sample;
737 students

60.97

58.37

No

 
 
7
More Outcomes

The York Assessment of Reading Comprehension (YARC) Accuracy

Success for All® vs. Business as usual

3 Years

Full sample;
880 students

47.5

46.64

No

 
 
3

Characteristics of study sample as reported by study author.


  • International

  • 34% English language learners

  • 38% Free or reduced price lunch
  • Race
    Not specified
    100%

Setting

The study was conducted in 35 schools in England.

Study sample

Schools were recruited in spring 2008 to participate in the study, which began in fall 2008 at the start of the 2008–09 school year. All 20 intervention schools were already implementing SFA®. Once 20 SFA® schools were recruited, recruitment began for comparison schools with similar demographic and achievement characteristics; matching criteria included school-level achievement, percentage of students eligible for free school meals, and the percentage of students with English as an Additional Language (EAL). The percentage of students with EAL in 20 intervention schools was 45%, and in 20 comparison schools it was 22%. The percentage of students eligible for free school meals was 44% in intervention schools and 33% in comparison schools. Students in the sample began the study in the Reception year (pre-K) and were followed for 3 years, through Year 2—the equivalent of first grade in the United States. The WWC based effectiveness ratings on findings after 3 years of exposure from the analytic sample of 886 students in 17 intervention and 18 comparison schools: 415 students in the SFA® group and 471 in the comparison group.

Intervention Group

Students in the intervention group received reading instruction through SFA-UK®. The instruction was aligned with normal SFA® practices that include the SFA® reading curriculum, tutoring for students, quarterly assessments, a facilitator who worked with school personnel, and training for all intervention teachers. The family services component of SFA® was underutilized, with the emphasis being on within-school practices. Intervention schools were already implementing SFA®, and the study was conducted over the entire school year for 3 successive school years.

Comparison Group

Students in the comparison group continued using their regular, previously planned curricula (i.e., Letters and Sounds; Jolly Phonics; Read, Write Inc.). No other information was provided on the comparison curricula.

Support for implementation

At SFA® schools, classroom observations were conducted to produce general assessment of implementation fidelity, and trainers from SFA-UK® made their normal implementation visits throughout each year of the study.

 

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