This paper discusses practical implications of formative assessment effectiveness research in grades one through six. Formative assessment effectiveness is a timely topic for state and district leaders as they develop implementation plans for Every Student Succeeds Act (ESSA), including their approaches to supporting school-based practitioners…

This study examined the relationship between response to intervention (RTI) implementation integrity in reading and student reading outcomes. Data were collected from 64 principals and school psychologists at 43 elementary schools. Hierarchical linear regression was used to examine the degree to which implementation of RTI tiers and key components…

Although there have been any number of national reading reform efforts over the years, there is little evidence that such efforts have been sustained in schools over time. This study focused on addressing 2 questions: To what extent have Reading First schools in 2 states sustained the key elements of this reform over time? To what extent has…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

The field of literacy education has long been concerned with the question of how to help classroom teachers improve their practices so that students will improve as readers. Although there is consensus on what characterizes effective professional development, the reading research on which this consensus is based most often is small scale and…

First implemented in 1987, Success for All (SFA) is one of the best-known and most thoroughly evaluated school reform models. It combines three basic elements: (1) Reading instruction that emphasizes phonics for beginning readers and comprehension for students at all levels, and that is characterized by a highly structured curriculum, an emphasis…

As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student…

The Reading First Program is a central element of the No Child Left Behind legislation (No Child Left Behind Act, 2001). It builds on findings reported in a national consensus report (NICHD, 2000), about proven strategies to reduce the prevalence of reading difficulty in the early grades in order to help children read at or above grade level by…

This paper is a study of the Success for All (SFA) reading program in a New York City elementary school. In particular, the study investigates if SFA has been implemented as advocated by its developers. The study investigates whether SFA's designers achieved their goals, provides a critical analysis of the program, and conducts a survey of…

Studied the effects of two adaptations of the Success for All program, a Spanish bilingual version (Exito para Todos) and an adaptation that integrates English-as-a-Second-Language strategies with English reading instruction using data from six studies. Notes substantially positive effects of both approaches on students acquiring English. (SLD)

During the 2001-2002 school year, the Read to Achieve Grant program was successfully implemented in 553 schools throughout Colorado. All funded schools were held accountable for reaching the specific reading achievement goals outlined in the statute establishing the program in order to be recommended for second year funding. The Read to Achieve…

This paper is based on a study of the Success for All (SFA) reading program at two Mississippi elementary schools. In particular, the study investigated whether SFA was being implemented as advocated by its developers, students' reading scores on standardized achievement tests, how the program was monitored, attitudes toward reading, and what key…

Colorado Senate Bill 00-71 and S.B. 00-124 established the Read-to-Achieve Grant Program. The purpose of the program is to solicit proposals from any elementary school, including a charter school, or consortium of schools, to fund research-based intensive reading programs. The funding opportunity was designed specifically for second and third…

A survey of the San Diego City Schools English Language Program was carried out in December 1982. Based on the results of the survey, the following conclusions were drawn: (1) the survey shows a generally negative perception of the English Language Program; (2) all groups responding perceived themselves as doing a thorough job of implementing the…