Title: Archived: SUCCESS FOR ALL
Headings: Success for All
August 1993
Success for All
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Content: Although the fully funded schools have overall achievement effects only slightly better than those obtained in less well-funded schools, they had a much more positive effect on the performance of the most at-risk students (those in the lowest 25 percent at pretest). Thus, while less expensive forms of Success for All can significantly increase the achievement of students in general, guaranteeing the success of every student requires more funding. These costs could be offset considerably by the savings realized from reductions in retention and special education placements. HOW DOES IT COMPARE TO SIMILAR PROGRAMS? Other approaches to early intervention have similar costs and objectives. The most successful of these all have elements in common with Success for All. For example, the one-to-one tutoring program, Reading Recovery, also has positive effects on low-achieving first-graders and, although the program does not continue past the first grade, recent studies reveal that its effects do. Several studies on programs featuring reduced class size do not reveal them to be as effective as Success for All. Other high-quality preschool programs have had substantial immediate effects on students' IQs and language skills, moderate effects on special education placements, and important long-term effects on dropping out and delinquency, but have had few effects on student achievement. In fact, none of these alternatives appears to be as effective in increasing reading performance.