Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools
Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools
复制标题
所有人的成功：内城小学重组计划的纵向影响
DOI：
10.3102/00028312030001123
复制
发表时间：
1993
期刊：
影响因子：
--
通讯作者：
B. Wasik
中科院分区：
文献类型：
--
作者：
N. Madden;R. Slavin;N. Karweit;L. Dolan;B. Wasik
本文介绍了一个全校范围内的重组计划，所有的成功，对学生阅读成绩和其他成果的影响，在小学服务大量的弱势学生的变化。“人人成功”采用基于研究的学前班和幼儿园方案、1-3年级的初级和中级阅读方案、对成绩差的学生的一对一辅导、家庭支持方案和其他因素。共有五个巴尔的摩学校进行了为期3年（四所学校）或4年（一所学校）的研究。与匹配的学生在匹配的学校进行比较，表明强烈的积极影响，最个别管理的阅读措施，在大多数学校的学生谁一直在该计划自一年级。留级率也大幅下降，出勤率随着时间的推移而增加。
This article presents the effects of variations of a schoolwide restructuring program, Success for All, on student reading achievement and other outcomes in elementary schools serving large numbers of disadvantaged students. Success for All uses research-based preschool and kindergarten programs, beginning and intermediate reading programs in Grades 1-3, one-to-one tutoring for low-achieving students, family support programs, and other elements. A total of five Baltimore schools were studied over a period of 3 years (four schools) or 4 years (one school). Comparisons with matched students in matched schools indicated strong positive effects on most individually administered reading measures in most schools for students who have been in the program since first grade. Retentions in grade were also substantially reduced, and attendance increased over time.