American Educational Research Journal · 1990 · 156 citations · 13 references
Planning EducationKindergarten EducationLanguage DevelopmentEducationPreschool DevelopmentEarly Childhood LanguageLiteracy DevelopmentEarly Childhood EducationUrban EducationProgram EvaluationPreschool TeachingTeacher EducationChild LiteracyEducational PolicyExceptional ChildrenPrimary EducationExceptional ChildElementary Education InstructionBasic SkillsFirst YearFirst-year OutcomesPublic PolicyUrban PolicyUrban PlanningElementary Literacy ProcessesEarly EducationComprehensive PlanEarly Childhood LiteracySpecial EducationPreschool EducationEducation ReformEducation Policy
The study reports first‑year outcomes of Success for All, a program aiming to bring all children to grade‑level basic skills by third grade, and discusses its implications for compensatory and special education. Success for All employs one‑to‑one tutoring, research‑based reading methods, frequent assessment, enhanced preschool and kindergarten programs, family support, and other interventions to prevent learning problems. Evaluation in an inner‑city elementary school showed substantially enhanced language and reading skills for preschool, kindergarten, and grades 1–3 students compared to matched controls, and a substantial reduction in special education referrals and grade retentions.
This article reports the first year's outcomes of Success for All, a program designed to bring all children to grade level in basic skills by the third grade. The program uses one-to-one tutoring, research-based reading methods, frequent assessment, enhanced preschool and kindergarten programs, family support, and other interventions to prevent learning problems from developing. An evaluation of the program in an inner-city elementary school found substantially enhanced language skills among preschool and kindergarteners and reading skills among students in Grades 1–3 in comparison to matched controls. Special education referrals and retentions in grade were also substantially reduced. Implications of the findings for compensatory and special education are discussed.
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