Abstract

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.

Keywords

Reading (process)Mathematics educationPsychological interventionPsychologyPlan (archaeology)Medical educationMedicinePolitical scienceGeography

Affiliated Institutions

Related Publications

Publication Info

Year
1990
Type
article
Volume
27
Issue
2
Pages
255-278
Citations
156
Access
Closed

External Links

View on DOI.org

Social Impact

Altmetric
PlumX Metrics

Social media, news, blog, policy document mentions

Citation Metrics

156
OpenAlex

Cite This

Robert E. Slavin, Nancy A. Madden, Nancy Karweit et al. (1990). Success for All: First-Year Outcomes of a Comprehensive Plan for Reforming Urban Education. American Educational Research Journal , 27 (2) , 255-278. https://doi.org/10.3102/00028312027002255

Identifiers

DOI
10.3102/00028312027002255