Success for All in England: Results From the Third Year of a National Evaluation

Louise Tracey, Bette Chambers, Robert E. Slavin, Pam Hanley, Alan Cheung

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This article reports the third-year findings of a longitudinal evaluation in England of Success for All (SFA), a comprehensive literacy program. Eighteen SFA schools across England and 18 control schools, matched on prior achievement and demographics, were included in this quasi-experimental study. The results of hierarchical linear modeling analysis reveal a statistically significant positive school-level effect for SFA schools compared with control schools on standardized reading measures of word-level and decoding skills, and there were directionally positive but nonsignificant school-level effects on measures of comprehension and fluency. Practical and policy implications of these findings are discussed, particularly as they relate to recent English government policies encouraging schools to implement research-proven approaches.
Original languageEnglish
Pages (from-to)1-10
Number of pages10
JournalSAGE Open
Volume4
Issue number3
Early online date8 Aug 2014
DOIs
Publication statusPublished - 12 Aug 2014
Externally publishedYes

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    Tracey, L., Chambers, B., Slavin, R. E., Hanley, P., & Cheung, A. (2014). Success for All in England: Results From the Third Year of a National Evaluation. SAGE Open, 4(3), 1-10. https://doi.org/10.1177/2158244014547031