NCJ Number
253568
Journal
American Educational Research Journal Volume: 44 Issue: 3 Dated: 2007 Pages: 701-731
Date Published
2007
Length
31 pages
Annotation
This article reports the final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition of the evaluation of Success for All, a program that emphasizes both comprehensive school reform and targeted student achievement effects through a multi-year sequencing of literacy instruction.
Abstract
Using a cluster randomization design, children from kindergarten through second grade nested within 35 schools were randomly assigned to the treatment or control group. Hierarchical linear model analyses of all three outcomes for both samples revealed statistically significant school-level effects of treatment assignment as large as one third of a standard deviation. (publisher abstract modified)
Date Published: January 1, 2007
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