Success for All. Policy Implications. Report No. 35.

Autor/inn/en	Slavin, Robert E.; und weitere
Institution	Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.
Titel	Success for All. Policy Implications. Report No. 35.
Quelle	(1992), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Students; Cost Effectiveness; Economically Disadvantaged; Educational Change; Educational Policy; Elementary School Curriculum; Parent Participation; Policy Formation; Primary Education; Program Effectiveness; Public Schools; Reading Instruction; Remedial Reading; School Policy; Special Education; Tutoring; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsreform; Politics of education; Bildungspolitik; Elternmitwirkung; Politische Betätigung; Primarbereich; Public school; Öffentliche Schule; Leseunterricht; Leseförderung; Schulpolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Förderkonzept; Nachhilfeunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This publication describes the Success for All elementary school reading program and its outcomes as well as the policy implications of this program's demonstration that reading failure can be prevented. An opening section describes the program itself, which involves a combination of high quality teaching, engaging parents in supporting students' school success, and promptly intervening at signs of learning problems in a intensive and minimally disruptive fashion. Reading tutors, assessments, and academic plans all play a part in the program. The results are reported of individually administered tests on reading indicating that after 3 to 4 years of Success for All at schools with a nearly 100 percent African American population and 90 percent on free lunches, the program dramatically increased achievement, decreased special education assignments, and reduced retention in grade to near 0. These results can be replicated as the program is currently in place in 31 schools in 12 states. A second section describes the policy implications of the program based on costs, comparisons with other programs, and implications for compensatory and special education and school reform. Included are 47 references, 1 table, and 1 bar graph. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC