One Million Children: Success for All

By R. Slavin, N. Madden. 2000

189 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7dce899b72a8581cf968e8058b1a8ae001730e6e

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In Education

Citations in the corpus

Final Reading Outcomes of the National Randomized Field Trial of Success for All (2007, background): “…focus on faculty support and buy-in from the outset— typically, a vote of at least 80% of teachers in favor of program adoption is required—the Success for All developers expect .school-wide change to occur rather quickly and for it to be maintained over time (Slavin & Madden, 2001; Slavin, 2004).”
Effective Reading Programs for English Language Learners and Other Language-Minority Students (2005, methodology): “Success for All Among the beginning reading studies that met the inclusion criteria, six evaluated the Success for All program (Slavin & Madden, 1999, 2001).”
Beyond grade retention and social promotion: Promoting the social and academic competence of students (2006, background): “Structured early reading programs have been demonstrated to promote student success (e.g., Slavin & Madden, 2001).”
Evidence-Based Education Policies: Transforming Educational Practice and Research (2002, methodology): “Our Success for All program, for example, owes a great deal to correlational and descriptive process-product studies of the 1970s and 1980s (see Slavin & Madden, 2001).”
Teacher Quality and Educational Equality: Do Teachers with Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps? (2005, unknown): “Similarly, studies of the Success for All comprehensive reading program have demonstrated positive effects for all participating students, with the largest effects for students starting the intervention among the lowest 25% on the pretest (Slavin & Madden, 2001).”
Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations (2008, background): “…website, which lists qualifying evidence of achievement effects for only three achievement-focused educational programs: Success for All (Borman et al., 2007; Slavin & Madden 2001) and two tutoring programs, SMART (Baker, Gersten, & Keating, 2000) and Lindamood Phonics (Torgesen et al., 1999).”
Social Capital and the Diffusion of Innovations Within Organizations: The Case of Computer Technology in Schools (2004, background): “Cohen, McLaughlin, and Talbert 1993; Lave and Wenger 1991; Prawat 1989) to directed teaching (Delpit 1988; Slavin and Madden 2001), from the inequities of tracking (Alexander and Pallas 1985; Oakes 1985; Riehl et al. 1992) to the market potential of schools of choice (Chubb and Moe 1990; Friedman…”
The Impact of No Child Left Behind on Teachers' Writing Instruction (2008, background): “Rhonda’s comments highlight many of the concerns raised by others with regard to the effects of testing on schools (Allington, 2003).”