Results

Thirty years of research demonstrate how Success for All’s methods are proven effective, closing the learning gap between disadvantaged and more privileged students, driving up achievement, and staying atop the latest technological and educational trends.

1. Early Learning: Curiosity Corner

Chambers, B. (2009). Curiosity Corner: Getting All Children Ready for School. Early Childhood Services, 3(3), 227–243.

Chambers, B., Cheung, A., Slavin, R. E., Smith, D., & Laurenzano, M. (2010). Effective Early Childhood Education Programs: A Systematic Review. Baltimore: Johns Hopkins University, Center for Research and Reform in Education. A linked report published by CfBT, Effective Early Childhood Education Programs: Case Studies, provides more information on those programs that were found to have strong evidence of effectiveness. Effective Early Childhood Education Programs: Case Studies can be found on the CfBT website, www.cfbt.com.

Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008–2009). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.

2. Elementary: Success for All

Borman, G. & Hewes, G. (2002). The Long-Term Effects and Cost Effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24(4), 243–266.

Borman, G., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N. A., & Chambers, B. (2005). Success for All: First-Year Results from the National Randomized Field Trial. Educational Evaluation and Policy Analysis, 27(1), 1–22.

Borman, G., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N. A., & Chambers, B. (2005). The National Randomized Field Trial of Success for All: Second-Year Outcomes. American Educational Research Journal, 42(4), 673–696.

Borman, G., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N. A., & Chambers, B. (2007). Final Reading Outcomes of the National Randomized Field Trial of Success for All. American Educational Research Journal, 44(3), 701–731.

Cooper, R., Slavin, R. E., & Madden, N. A. (1998). Success for All: Improving the Quality of Implementation of Whole-School Change Through the Use of a National Reform Network. In S. Stringfield & A. Datnow (Eds.), Education and Urban Society, 30(3), 385–408.

Hurley, E., Chamberlain, A., Slavin, R. E., & Madden, N. A. (2001). Effects of Success for All on TAAS Reading: A Texas Statewide Evaluation. Phi Delta Kappan, 82(10), 750–756.

Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L., & Wasik, B. (1993). Success for All: Longitudinal Effects of a Schoolwide Elementary Restructuring Program. American Educational Reseach Journal, 30, 123–148.

Madden, N. A., Slavin, R. E., & Simons, K. (1999). Effects of MathWings on Student Mathematics Performance. Baltimore: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Peurach, D. (2011). Seeing Complexity in Public Education: Problems, Possibilities, and Success for All. New York: Oxford University Press.

Slavin, R. E. (2004). Built to Last: Long-Term Maintenance of Success for All. Remedial and Special Education, 25(1), 61–67.

Slavin, R. E. (2006). Success for All and Academically Talented Students. Baltimore: Johns Hopkins University, Center for Data-Driven Reform in Education.

Slavin, R. E. (2006). Translating Research into Widespread Practice: The Case of Success for All. In M. Constas & R. Sternberg (Eds.), Translating Theory and Research into Educational Practice (pp. 113–126). Mahwah, NJ: Erlbaum.

Slavin, R. E. & Madden, N. A. (1999). Roots and Wings: A Comprehensive Approach to Elementary School Reform. In J. Block, S. Everson, & T. Guskey (Eds.), Comprehensive School Reform: A Program Perspective. Dubuque, IA: Kendall/Hunt.

Slavin, R. E. & Madden, N. A. (2000). Roots and Wings: Effects of Whole-School Reform on Student Achievement. Journal of Education for Students Placed at Risk, 5(1 & 2), 109–136.

Slavin, R. E. & Madden, N. A. (2004). Scaling Up Success for All: Lessons for Policy and Practice. In T. K. Glennan, Jr., S. J. Bodilly, J. R. Galegher, & K. A. Kerr (Eds.), Expanding the Reach of Education Reforms: Perspectives from Leaders in the Scale-Up of Educational Interventions. Arlington, VA: RAND.

Slavin, R. E. & Madden, N. A. (2007). Scaling Up Success for All: The First Sixteen Years. In B. Schneider & S. McDonald (Eds.), Scale-Up in Education (pp. 201–228). Lanham, MD: Rowman & Littlefield.

Slavin, R. E. & Madden, N. A. (2010). Success for All: Prevention and Early Intervention in Schoolwide Reform. In J. Meece & J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development (pp. 434–445). New York: Routledge.

Slavin, R. E. & Madden, N. A. (2012). Success for All: Summary of Research on Achievement Outcomes
(revised)
. Baltimore: Johns Hopkins University, Center for Research and Reform in Education.

Slavin, R. E., Madden, N. A., Chambers, B., & Haxby, B. (2009). Two Million Children: Success for All. Thousand Oaks, CA: Corwin Press.

Slavin, R. E., Madden, N. A., & Datnow, A. (2007). Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All. In S. Fuhrman, D. Cohen, & F. Mosher (Eds.), The State of Education Policy Research (pp. 261–280). Mahwah, NJ: Erlbaum.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1994). Roots and Wings: Inspiring Academic Excellence. Educational Leadership, 52(3), 10–13.

Slavin, R. E., Madden, N. A., Karweit, N. L., Livermon, B. J., & Dolan, L. (1990). Success for All: First-Year Outcomes of a Comprehensive Plan for Reforming Urban Education. American Educational Research Journal, 27, 255–278.

Slavin, R. E., Madden, N. A., Shaw, A. H., Mainzer, K. L., & Donnelly, M. C. (1993). Success for All: Three Case Studies of Comprehensive Restructuring of Urban Elementary Schools. In J. Murphy & P. Hallinger (Eds.), Restructuring Schooling: Learning from Ongoing Efforts. Newbury Park, CA: Corwin Press.

Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative Integrated Reading and Composition: Two Field Experiments. Reading Research Quarterly, 22, 433–454.

Success for All Foundation. (2007). Independent Reviews of Success for All. Baltimore: Author.

Success for All and Technology

Chambers, B., Abrami, P. C., Slavin, R. E., & Madden, N. A. (2011). A Three-Tier Model of Reading Instruction Supported by Technology. International Journal of Innovation and Learning, 9(3), 286–297.

Chambers, B., Abrami, P. C., Tucker, B. J., Slavin, R. E., Madden, N. A., Cheung, A., & Gifford, R. (2008). Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Grade. Journal of Research on Effective Education, 1(2), 120–137.

Chambers, B., Cheung, A., Madden, N., Slavin, R. E., & Gifford, R. (2006). Achievement Effects of Embedded Multimedia in a Success for All Reading Program. Journal of Educational Psychology, 98(1), 232–237.

Chambers, B., Cheung, A., Madden, N., Slavin, R., & Gifford, R. (2007). Embedded Multimedia: Using Video to Enhance Reading Outcomes in Success for All. In B. Taylor & J. Ysseldyke (Eds.), Effective Instruction for Struggling Readers, K–6 (pp. 37–54). New York: Teachers College Press.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Karanzalis, M., & Gifford, R. (2011). Small-Group Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders. Elementary School Journal, 111(4), 625–640.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Tucker, B. J., Cheung, A., & Gifford, R. (2008). Computer-Assisted Tutoring in Success for All: Two Studies of Reading Outcomes for First Graders. In A. Bus (Ed.), Multimedia and Literacy Development: Improving Achievement for Young Learners. London: Taylor & Francis.

Chambers, B., Slavin, R. E., Madden, N. A., Abrami, P. C., Tucker, B. J., Cheung, A., & Gifford, R. (2008). Technology Infusion in Success for All: Reading Outcomes for First Graders. Elementary School Journal, 109(1), 1–15.

Madden, N. A., Slavin, R. E., Logan, M., & Cheung, A. (2011). Effects of Cooperative Writing with Embedded Multimedia: A Randomized Experiment. Effective Education, 3(1), 1–9.

Slavin, R. E., Madden, N. A., & Chambers, B. (2008). Success for All, Embedded Multimedia, and the Teaching-Learning Orchestra. In S. Neuman (Ed.), Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools (pp. 243–259). Baltimore: Paul H. Brookes.

Success for All and English Language Learners

Cheung, A. & Slavin, R. E. (2005). Effective Reading Programs for English Language Learners and Other Language-Minority Students. Bilingual Research Journal, 29(2), 241–267.

Slavin, R. E. & Madden, N. A. (1995, April). Effects of Success for All on the Achievement of English Language Learners. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Slavin, R. E. & Madden, N. A. (1999). Effects of Bilingual and English as a Second Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English. Baltimore: Johns Hopkins University & Success for All Foundation.

Success for All and Reducing the Achievement Gap

Slavin, R. E. & Madden, N. A. (2001, April). Reducing the Gap: Success for All and the Achievement of African-American and Latino Students. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Slavin, R. E. & Madden, N. A. (2002). “Success for All” and African American and Latino Student Achievement. In J. E. Chubb & T. Loveless (Eds.), Bridging the Achievement Gap (pp. 74–90). Washington, DC: Brookings Institution Press.

Slavin, R. E. & Madden, N. A. (2006). Reducing the Gap: Success for All and the Achievement of African American Students. The Journal of Negro Education, 73(3), 389–400.

3. The Reading Edge Middle Grades

Chamberlain, A., Daniels, C., Madden, N. A., & Slavin, R. E. (2007). A Randomized Evaluation of the Success for All Middle School Reading Program. Middle Grades Reading Journal, 2(1), 1–22.

Comprehensive School Reform Quality Center, American Institutes for Research. (2006). CSRQ Center Report on Middle and High School CSR Models. Washington, DC: Author.

Florida Center for Reading Research. (2005). Summary Table for FCRR Reports. Tallahassee, FL: Author.

Slavin, R. E., Chamberlain, A., & Daniels, C. (2007). Preventing Reading Failure. Educational Leadership, 65(2), 22–27.

Slavin, R. E., Chamberlain, A., Daniels, C., & Madden, N. A. (2009). The Reading Edge: A Randomized Evaluation of a Middle School Cooperative Reading Program. Effective Education, 1(1), 13–26.

Slavin, R. E., Daniels, C., & Madden, N. A. (2005). The Success for All Middle School: Adding Content to Middle Grades Reform. Middle School Journal, 36(5), 4–8.

4. The Reading Edge High School

Madden, N. A., Daniels, C., Chamberlain, A., Cheung, A., & Slavin, R. E. (2011). The Reading Edge: Evaluation of a Cooperative Learning Intervention for Urban High Schools. Baltimore: Success for All Foundation.

5. Related Topics

Cooperative Learning

Cooper, R. & Slavin, R. E. (2001). Cooperative Learning Programs and Multicultural Education: Improving Intergroup Relations. In F. Salili & R. Hoosain (Eds.), Multicultural Education: Issues, Policies, and Practices (pp. 15–33). Greenwich, CT: Information Age.

Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice (2nd ed.). Boston: Allyn & Bacon.

Slavin, R. E. (2010). Co-operative Learning: What Makes Groupwork Work? In H. Dumont, D. Istance, & F. Benavides (Eds.), The Nature of Learning: Using Research to Inspire Practice (pp. 161–178). Paris: OECD.

Slavin, R. E. (2011). Classroom Applications of Cooperative Learning. In K. R. Harris, S. Graham, & T. Urdan (Eds.), Application to Learning and Teaching: Vol. 3. APA Educational Psychology Handbook (pp. 359–378). Washington, DC: American Psychological Association.

Slavin, R. E. (2011). Instruction Based on Cooperative Learning. In R. Mayer (Ed.), Handbook of Research on Learning and Instruction (pp. 344–360). London: Taylor & Francis.

Slavin, R. E. & Cooper, R. (1999). Improving Intergroup Relations: Lessons Learned from Cooperative Learning Programs. Journal of Social Issues, 55(4), 647–664.

Stevens, R. J. & Slavin, R. E. (1995). Effects of a Cooperative Learning Approach in Reading and Writing on Handicapped and Non-handicapped Students. Elementary School Journal, 95(3), 241–262.

Stevens, R. J. & Slavin, R. E. (1995). The Cooperative Elementary School: Effects on Students’ Achievement, Attitudes, and Social Relations. American Educational Research Journal, 32(2), 321–351.

Data-Driven Reform

Slavin, R. E., Holmes, G., Madden, N. A., Chamberlain, A., & Cheung, A. (2011). Effects of a Data-Driven District Reform Model on State Assessment Outcomes. Baltimore: Success for All Foundation.

Comprehensive School Reform

Aladjem, D. K. & Borman, K. M. (2006). Summary of Findings from the National Longitudinal Evaluation of Comprehensive School Reform. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Borman, G., Hewes G., Overman, L., & Brown, S. (2003). Comprehensive School Reform and Achievement: A Meta-Analysis. Review of Educational Research, 73(2), 125–230.

Comprehensive School Reform Quality Center, American Institutes for Research. (2006). CSRQ Center Report on Elementary School Comprehensive School Reform Models. Washington, DC: Author.

Fashola, O. S. & Slavin, R. E. (1998). Schoolwide Reform Models: What Works? Phi Delta Kappan, 79(5), 370–379.

Slavin, R. E. (2008). Comprehensive School Reform. In C. Ames, D. Berliner, J. Brophy, L. Corno, & M. McCaslin (Eds.), 21st Century Education: A Reference Handbook (Vol. 2, pp. 259–266). Thousand Oaks, CA: SAGE.

Miscellaneous

Ross, S. M., Smith, L. J., & Slavin, R. E. (1995). Increasing the Academic Success of Disadvantaged Children: An Examination of Alternative Early Intervention Programs. American Educational Research Journal, 32(4), 773–800.

Slavin, R. E. (1994). Quality, Appropriateness, Incentive, and Time: A Model of Instructional Effectiveness. International Journal of Educational Research, 21, 141–157.

Slavin, R. E. (1996). Neverstreaming: Preventing Learning Disabilities. Educational Leadership, 53(5), 4–7.

Slavin, R. E. (1998). Reading by Nine: What Will It Take? Peabody Journal of Education, 73(3/4), 68–80.

Slavin, R. E. (1998). Sand, Bricks, and Seeds: School Change Strategies and Readiness for Reform. In A. Hargreaves, A. Liberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change (pp. 1299–1313). Dordrecht, The Netherlands: Kluwer.

Slavin, R. E. (2002). The Intentional School: Effective Elementary Education for All Children. In S. Stringfield & D. Land (Eds.), Educating At-Risk Students. Chicago: University of Chicago Press.

Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S., & Smith, L. (1994). “Whenever and Wherever We Choose…”: The Replication of Success for All. Phi Delta Kappan, 75(8), 639–647.

6. Reviews of Research

Chambers, B., Cheung, A., & Slavin, R. E. (in press). A Systematic Review of Early Childhood Education Programmes. Educational Research Review.

Cheung, A. & Slavin, R. E. (2011). The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis. Manuscript submitted for publication.

Slavin, R. E. (2010). Can Financial Incentives Enhance Educational Outcomes? Evidence from International Experiments. Educational Research Review, 5(1), 68–80.

Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. Reading Research Quarterly, 43(3), 290–322.

Slavin, R. E. & Lake, C. (2008). Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Review of Educational Research, 78(3), 427–515. (Winner of the 2009 AERA Review of Research Award)

Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis. Review of Educational Research, 79(4), 1391–1465.

Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Educational Research Review, 6, 1–26.

Slavin, R. E., Lake, C., & Groff, C. (2009). Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Review of Educational Research, 79(2), 839–911.