Many disadvantaged students with refractive errors, such as myopia (nearsightedness) and hyperopia (farsightedness), do not have eyeglasses, and their reduced vision may impact reading proficiency. Providing eyeglasses may increase their reading success. This article reports the findings of a study in Baltimore City in which disadvantaged second…

This paper examines the United States federal and state educational responses to the spread of the COVID-19 pandemic, as well as states' plans for reopening schools. The virus entered the United States in January 2020. As the virus spread, most school districts began to close in March. At the end of June, the United States has experienced the…

This systematic review of research on early childhood programs seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers. It applies consistent standards to determine the strength of evidence supporting a variety of approaches, which fell into two main categories: "comprehensive…

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect…

In response to Mr. Kozol's December article, Mr. Slavin maintains that, while everyone is entitled to form his or her own opinion of Success for All, Mr. Kozol misrepresented the program. In particular, Mr. Kozol neglected to mention the substantial gains made by students in the very schools that he is so concerned about. (Contains 2 figures and 9…

Recent release of "Prospects," a national evaluation of Chapter 1/Title I ($7.2 billion federal program for disadvantaged elementary-school students), has questioned effectiveness of entire program. However, 1994 Title I reauthorization allows high-poverty schools to turn their dollars into markedly better achievement by adopting…

Describes the current state of evidence of effectiveness for replicable programs available to elementary and middle schools serving many students placed at risk, and provides Title I schools with information on the instructional outcomes of programs they might consider to meet student needs. Characteristics of programs identified as effective are…

For over 25 years, Title I and Chapter 1 programs have provided remedial services to children deficient in basic skills by instructing them separately. The most important future objectives for compensatory education are preventing early reading failure, enhancing regular classroom instruction, and improving assessment and accountability. (27…

The relevant debate is not whether students differ but what schools should do about student achievement differences. Some forms of ability grouping may be justifiable, but those who would group students should have the burden of proving its effectiveness, because the negative consequences can be serious. (SLD)

Describes a comprehensive program developed on the basis that children can succeed academically when given appropriate resources and support early in life. Describes the philosophy and major elements of the program and reviews major findings from cross-site and longitudinal evaluations. Highlights recent research on factors regarding program…

This report explores the technical, political, and socio-cultural dimensions of the scaling up process of Success for All (SFA), one of the nation's most successful and extensively researched whole-school change models. SFA, a reform effort aimed at elementary schools serving disadvantaged children, is currently being implemented in over 475…

This paper presents a summary of data from one program, Success for All, that is in the process of making the transition from local pilot to national model. Earlier evaluations of Success for All in its original home, Baltimore (Maryland), have shown that it can be highly successful in increasing reading achievement among very disadvantaged…

Constructivist approaches to mathematics instruction based on the standards of the National Council of Teachers of Mathematics (NCTM) have been widely advocated and are expanding in use. However, many educators express a need for constructivist approaches that provide specific student materials, assessments, teachers' manuals, professional…

This book presents the components of Success for All and Roots & Wings, two comprehensive restructuring programs for elementary schools designed to make the idea that all children can learn a practical, daily organizing principle, especially in schools serving students at risk. Success for All, first implemented in 1987, was created to show…

After a funding-equity victory, there is no guarantee that districts will adopt effective programs to improve student achievement. Programs with the greatest payoff for disadvantaged students include early-childhood programs, one-on-one tutoring, Success for All, James Comer's School Development Program, and extensive staff development. (38…