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.
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