Success for All is the most extensively evaluated of all comprehensive school-reform programs, and studies have used the most rigorous standards.

A meta-analysis of research on twenty-nine models categorized Success for All as one of only three programs with the “Strongest Evidence of Effectiveness.” (Borman, Hewes, Overman, and Brown 2003)

Success for All was evaluated in a three-year randomized control trial, the “gold standard” of research, funded by the U.S. Department of Education between 2002 and 2006. Students in Success for All schools achieved at significantly higher levels than similar students in control schools. The difference in only three years was enough to cut the black-white achievement gap in half. (Borman, Slavin, Cheung, Chamberlain, Madden, and Chambers 2007)

In addition to increasing reading achievement, schools who implement Success for All have fewer students assigned to special education and fewer students who must repeat grades. (Borman and Hewes 2002)

Six studies have involved English language learners and have shown that Success for All teachers are prepared to support their special needs and are successful in increasing their reading levels substantially more than control schools. (Cheung and Slavin 2005)

In a series of studies involving more than 6,000 students over 10 years, students in Success for All schools were on average a full grade level ahead of students in similar control schools by fifth grade. This difference was maintained during middle school even though the intervention was finished. (Borman and Hewes 2002)

Research on the Success for All middle school program was reviewed by the federally funded What Works Clearinghouse. No middle school program was given a higher rating for research quality and effectiveness. (Chamberlain, Daniels, Madden, and Slavin 2007)

A five-year randomized evaluation of Success for All was conducted under federal i3 funding. Results found students in Success for All gained more than matched controls in reading. (Quint, J. C., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. 2015)

University of Michigan researchers evaluated Success for All as part of a study in instructional improvement and found positive effects of Success for All in comparison to other whole school reform programs and a control group. (Cheung and Slavin 2016)

State Data Reports

Elementary School