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Program Costs (per individual): $723. Appendix B indicates some differential attrition. From the pool of elementary schools that did not volunteer, 23 were chosen to make up the "matched comparison" schools. Attrition: Assessments occurred at pretest, midpoint (1 year into the 2-year program), and posttest (at the end of the 2-year program). 15), but not for the other three reading tests. Success for All Phonics practice partner booklet. Effects of full and partial implementation of Success for All on student reading achievement in English and Spanish. Student achievement, attendance, and suspension data were taken from school records; schoolwide reform measures were taken from surveys of students, teachers, and parents. The assessors were current and former classroom teachers who had received training on proper administration of the test. A third disadvantage of this study is that during the third year of this 3-year study, the majority of baseline 1st grade students had moved to 3rd grade. The number of students in the posttest analysis varied by outcome. A multi-level framework was used with students nested within schools.
Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. The researchers then combined respective subscales to create overall literacy scores. There are many third party products on the market that are available to our clients, which would enhance their practice profitability. By doing this and having our people perform a variety of jobs—the work of their colleagues—it creates empathy within our team. However, during observations to check for treatment fidelity, researchers did not notice any significant contamination of this kind. ERIC Document Reproduction Service No. 2005; Study 9) looked specifically at the use of embedded video/multimedia in SFA programs. Reflections on Connecting Research and Practice in College Access and Success Programs. Ongoing training & technical assistance includes refresher training, coaching, support, and professional development conferences.
Moderation Analysis: Positive and significant program effects for the word attack test were observed for males, black students, students in poverty, non-English language learners, and students not in special education. Partner practice success for all people. Baseline Equivalence: Program and control schools did not differ on free and reduced-price lunch eligibility, race/ethnicity, sex, school enrollment, number of full-time teachers, or percentage of students at or above reading proficiency level. No information is available. At the end of the first year of implementation (the midpoint), the WRMT III was administered using the letter identification, word identification, and word attack subscales.
25, respectively), and while results favored the treatment group on higher-level reading skills, differences were non-significant for those measures. SFA students increased their educational quality rating during the period while comparison school students remained steady with their rating of educational quality. The students were individually tested by trained testers who were unaware of whether the student was assigned to SFA or the control group. Attrition: No schools left the study during the three years of data collection. In 1996, posttests were given to ten Cohort 1 students from each school (had reached 2nd grade, n=595) and ten Cohort 2 students from each school (had reached 1st grade, n=682). Partner practice success for all children. 3 shows that out-movers differed significantly on several measures from those retained for the analysis sample, and Table B. Qualifications: Program is generally delivered by certified classroom teachers.
Sample characteristics: The authors did not provide sample characteristics at the student level. They reported that 46 SFA schools and 18 comparison schools had complete data. The study found generally positive and significant effects on literacy achievement in the first two years of the program, but then effects disappeared in the third year. A 100% response rate was obtained after three mail and two telephone followups. Partner practice success for all ages. Overall, the researchers contend that the school sample was "reasonably well matched" with the SFA population. Sample characteristics: The sample was entirely urban, about 55% female and 57% minority. Also, two schools dropped out at some point, but the authors do not address it.
You also have the option to opt-out of these cookies. Further, tests for baseline equivalence of the analysis sample (Table 2. Measures: Assessments of reading proficiency were individually administered to students by trained students from local colleges who were unaware of the study hypotheses or the school's treatment status. The bulk of the attrition was due to three factors including: (a) students remained in Baltimore schools but had missing data for one or more measure (50%); (b) students left the Baltimore school district (25%); and (c) students had not yet made it to grade 8 (12%). Students new to the study schools, and not present for the full program, were included in separate analyses. Study 10 showed significant effects on a phonics measure at 1- and 2-year follow-ups (Quint et al., 2014 and Quint et al., 2015).
The average school enrollment was 547 students. Baseline measures were collected from students attending the 40 participating schools in fall of their reception or kindergarten year (September 2008). Online resources include tutorials and webinars on a variety of classroom support and data management topics. Of the remaining 35 schools, 18 were in Group 1 (the "treatment" group, SFA in grades K-2), and 17 were in Group 2 (the "control" group, SFA in grades 3-5 or no SFA at all). For these students, researchers imputed post-test data. With respect to attriters vs. non-attriters, all background characteristics were equivalent except that non-attriters had higher math and reading pretest scores than attriters in both the SFA and control samples. Design: This clustered randomized trial selected 41 elementary schools (grades K-5) across 11 states for this study. It makes everything go smoothly and keeps everyone in sync.
The authors write, "For Cohort 1, effect size estimates were computed as the difference between mean standardized residual scores of a given SFA implementation level and the comparison mean. All reading proficiency analyses were done by grade to test program effectiveness as children progress through the successive program components. First, an SFA school in Philadelphia performed significantly higher in one subset (Word Attack-a test of phonetic understandings) of the literacy battery than the comparison school, but not in any of the other literacy subsets. Second Grade Follow-up: The study reported significant improvement in the treatment group for the Woodcock-Johnson Word Attack subtest of phonics decoding skills (p=.
They also did not address student mobility in and out of the control and treatment schools. Additional analyses were performed for the full sample of students assessed in spring of first grade, regardless of Kindergarten program exposure. There are numerous strategies built into the KC curriculum. For Cohort 2, effect size estimates were computed as the standardized difference between posttest means.
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