Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools

Abstract

This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. A total of five Baltimore schools were studied over a period of 3 years (four schools) or 4 years (one school). Comparisons with matched students in matched schools indicated strong positive effects on most individually administered reading measures in most schools for students who have been in the program since first grade. Retentions in grade were also substantially reduced, and attendance increased over time.