Success for All: First-Year Results From the National Randomized Field Trial

By Geoffrey D. Borman, R. Slavin, Alan C. K. Cheung, A. Chamberlain, N. Madden, B. Chambers. 2005

94 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/939a01c0007a2a70502be8a6185790424a0b6da6

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Citations in the corpus

Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools (2009, background): “Effect sizes less than 0.40 have been the norm in a number of meta-analyses of intervention or school reform programs, (e.g., Borman et al., 2003, 2005), with effect sizes of 0.20 to 0.25 being the average expectable outcome (Borman et al., 2005).”
Final Reading Outcomes of the National Randomized Field Trial of Success for All (2007, methodology): “As discussed by Borman et al. (2005), this design, which included both treatment and control conditions within each school, had advantages and disadvantages.”
How Generalizable Is Your Experiment? An Index for Comparing Experimental Samples and Populations (2014, background): “In their evaluation, Borman et al. (2005) included a list of the 41 schools included in the experiment.”
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners (2008, background): “The overall evidence is that these processes can be effective in changing teaching practices and have greater impact on student outcomes than the other extreme of leaving teachers to develop their own solutions, but it is either shortlived (Robbins & Wolfe, 1987; Stallings & Krasavage, 1986) or rela”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, background): “, 1980; Van der Sidje, 1989) and some of those responsible for comprehensive school reform (Borman et al., 2005; Kozol, 2005), for example, have proceeded down the track of prescribing particular teaching practices established from other research to be effective in enhancing student learning and ach”
Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results From a Randomized Field Trial (2006, methodology): “6 All 4 Title I schools administered a schoolwide program, which, under the Elementary and Secondary Education Act, permits these schools to use their federal dollars to support programs serving all students regardless of their income status.”
Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors (2012, unknown): “…of the comprehensive school reform (CSR) models and the transfer of these models to multiple settings (‘‘scaling up’’) (cf. Berends, Chun, Schuyler, Sockley, & Briggs, 2002; G. Borman, Hewes, Overman, & Brown, 2003; G.F. Borman et al., 2005; Desimone, 2002; Sterbinsky, Ross, & Redfield, 2006).”
Advancing Educational Policy by Advancing Research on Instruction (2008, methodology): “By using this covariate in the analysis, the required number of schools is sharply reduced to 42, that is, 21 per treatment—still a fairly large study but not implausibly so (see Borman et al., 2005).”
Strategies for Improving Precision in Group-Randomized Experiments (2007, background): “…©2007 AERA. http://eepa.aera.net reform efforts designed to engage all of the teachers in a school in a joint effort to improve instruction (Borman et al., 2005) or when a violence prevention program is intended to operate by changing the normative climate in an entire school (Flay,…”