The long-term effects and cost-effectiveness of success for all

Educational Evaluation and Policy Analysis

Volumn 24, Issue 4, 2002, Pages 243-266

  Borman, Geoffrey D ^a   Hewes, Gina M ^b  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b JOHNS HOPKINS UNIVERSITY   (United States)

Author keywords

At risk students; Cost effectiveness; School reform; Sustained effects

Indexed keywords

EID: 0038626328     PISSN: 01623737     EISSN: None     Source Type: Journal    
DOI: 10.3102/01623737024004243     Document Type: Review

References (56)

1. Barnett, W. S. (1985). Benefit-cost analysis of the Perry Preschool Program and its policy implications. Educational Evaluation and Policy Analysis, 7, 333-342.
2. Barnett, W. S. (1992). Benefits of compensatory preschool education. Journal of Human Resources, 27, 279-312.
3. Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25-50.
4. Barnett, W. S. (1996). Lives in the balance: Age-27 benefit-cost analysis of the High/Scope Perry Preschool Program. Ypsilanti, MI: High/Scope Press.
5. Bergstralh, E. J., & Kosanke, J. L. (1995). Computerized matching of cases to controls (Technical Report Serial No. 56). Rochester, MN: Mayo Clinic, Section of Biostatistics.
6. Bloom, B. S. (1964). Stability and change in human characteristics. New York: John Wiley & Sons.
7. Bohrnstedt, G. W., & Stecher, B. M. (Eds.) (1999). Class-size reduction in California: Early evaluation findings, 1996-1998. (CSR Research Consortium, Year 1 Evaluation Report). Palo Alto, CA: American Institutes for Research.
8. Borman, G. D., & D'Agostino, J. V. (2001). Title I and student achievement: A quantitative synthesis. In G. D. Borman, S. C. Stringfield, & R. E. Slavin (Eds.), Title I: Compensatory education at the crossroads (pp. 25-57). Mahwah, NJ: Erlbaum.
9. Bracht, G. H., & Glass, G. V. (1968). The external validity of experiments. American Educational Research Journal, 5, 437-474.
10. Brewer, D. J., Krop, C., Gill, B. P., & Reichardt, R. (1999). Estimating the cost of national class size reductions under different policy alternatives. Educational Evaluation and Policy Analysis, 21, 179-192.
11. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
12. Campbell, F. A., & Ramey, C. T. (1995). Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention. American Educational Research Journal, 32, 743-772.
13. Carter, L. F. (1984). The sustaining effects study of compensatory and elementary education. Educational Researcher, 13 (7), 4-13.
14. Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston, MA: Houghton-Mifflin.
15. Cunningham, A. E., & Stanovich, K. E. (1998). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
16. Developmental Center for Handicapped Persons (1987). Early Intervention Research Institute, final report. Logan, UT: Utah State University, Author. (ERIC Document Reproduction Service No. ED293242).
17. Epstein, A. S. (1993). Training for quality: Improving early childhood programs through systematic inservice training. Ypsilanti, MI: High/Scope Press.
18. Finn, J. D., & Achilles, C. M. (1999). Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21, 97-109.
19. Finn, J. D., Fulton, B. D., Zaharias, J., & Nye, B. A. (1989). Carry-over effects of small classes. Peabody Journal of Education, 67, 75-84.
20. Finn, J. D., Gerber, S. B., Achilles, C. M., & Boyd-Zaharias, J. (2001). The enduring effects of small classes. Teachers College Record, 103, 145-183.
21. Gomby, D. S., Larner, M. B., Stevenson, C. S., Lewit, E. M., & Behrman, R. E. (1995). Long-term outcomes of early childhood programs: Analysis and recommendations. Future of Children, 5(3), 6-24.
22. Herman, R., Aladjem, D., McMahon, P., Masem, E., Mulligan, I., O'Malley, A. S., Quinones, S., Reeve, A., & Woodruff, D. (1999). An educators' guide to school-wide reform. Arlington, VA: Educational Research Service.
23. Jencks, C., & Phillips, M. (1998). The black-white test score gap. Washington, DC: Brookings.
24. Jones, E. M., Gottfredson, G. D., & Gottfredson, D. C. (1997). Success for some: An evaluation of a Success for All program. Evaluation Review, 21, 643-670.
25. Kagan, S. L. (1991). Excellence in early childhood education: Defining characteristics and next-decade strategies. In S. L. Kagan (Ed.), The care and education of America's young children: Obstacles and opportunities. Ninetieth yearbook of the National Society for the Study of Education, (pp. 237-258). Chicago, IL: National Society for the Study of Education.
26. King, J. A. (1994). Meeting the educational needs of at-risk students: A cost analysis of three models. Educational Evaluation and Policy Analysis, 16, 1-19.
27. Krueger, A. B., & Whitmore, D. M. (2001). Would smaller classes help close the Black-White achievement gap? Working Paper No. 451. Princeton, NJ: Princeton University. Retrieved February 3, 2003 from http://www.irs.princeton.edu/pubs/pdfs/451.pdf.
28. Lee, V. E., Brooks-Gunn, J., & Schnur, E. (1988). Are Head Start effects sustained? A longitudinal follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs. Child Development, 61, 495-507.
29. Levin, H. M. (2002). The cost effectiveness of whole school reforms. ERIC Clearinghouse on Urban Education, Urban Diversity Series 114. New York: Teachers College, Columbia University.
30. Levin, H. M., Glass, G. V., & Meister, G. R. (1987). Cost-effectiveness of computer-assisted instruction. Evaluation Review, 11, 50-72.
31. Levin, H. M., & McEwan, P. J. (2001). Cost-effectiveness analysis: Methods and applications (2nd ed.). Thousand Oaks, CA: Sage.
32. Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
33. Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30, 123-148.
34. McKey, R. H., Condelli, L., Ganson, H., Barrett, B. J., McConkey, C., & Plantz, M. C. (1985). The impact of Head Start on children, families, and communities. Department of Health and Human Services (Publication No. OHDS 85-31193). Washington, DC: U.S. Government Printing Office.
35. Moore, M. T., Strang, E. W., Schwartz, M., & Braddock, M. (1988). Patterns in special education services delivery and cost. Washington, DC: Decision Resources Corporation.
36. Nye, B., Hedges, L. V., & Konstantopoulos, S. (1999). The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 21, 127-143.
37. Odden, A., & Archibald, S. (2000). Reallocating resources: How to boost student achievement without asking for more. Thousand Oaks, CA: Corwin.
38. Parrish, T. B. (2001). Who's paying the rising cost of special education? Journal of Special Education Leadership, 14, 4-12.
39. Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science, 4, 2-14.
40. Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53, 109-120.
41. Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of American Medical Association, 285, 2339-2346.
42. Rosenbaum, P. R. (1989). Optimal matching for observational studies. Journal of the American Statistical Association, 84, 1024-1032.
43. Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry Preschool Study through age 27. Ypsilanti, MI: High/Scope Press.
44. Schweinhart, L. J., & Weikart, D. P. (1986). The effects of the Perry Preschool Program on youths through age 15: A summary. In Consortium for Longitudinal Studies (Ed.), As the twig is bent: Lasting effects of preschool programs (pp. 71-101). Hillsdale, NJ:Erlbaum.
45. Slavin, R. E., & Madden, N. A. (with Chambers, B., Daniels, C., French, M., Haxby, B., Simons, K., & Wasik, B.) (2001). One million children: Success for All. Thousand Oaks, CA: Corwin.
46. Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1993). Success for All in the Baltimore city public schools - Year 6 report. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students.
47. Slavin, R. E., Madden, N. A., Dolan, L. J., Wasik, B. A., Ross, S. M., & Smith, L. M. (1994). Whenever and wherever we choose: The replication of "Success for All." Phi Delta Kappan, 75, 639-647.
48. Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1990). Success for All: Effects of variations in duration and resources of a school-wide elementary restructuring program. Center for Research on Effective Schooling for Disadvantaged Students, Report No. 2. Baltimore, MD: Johns Hopkins University.
49. Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1992). Success for All: A relentless approach to prevention and early intervention in elementary schools. Arlington, VA: Educational Research Service.
50. Slavin, R. E., Madden, N. A., Karweit, N. L., Livermon, B. J., & Dolan, L. J. (1990). Success for All: First-year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27, 255-278.
51. Stasz, C., & Stecher, B. M. (2000). Teaching mathematics and language arts in reduced size and non-reduced size classrooms. Educational Evaluation and Policy Analysis, 22, 313-329.
52. U.S. Bureau of the Census. (1997). Public education finances: 1996-1997. Washington, DC: U.S. Government Printing Office.
53. U.S. Department of Education, National Center for Education Statistics. (2002). Statistics in brief: Revenues and expenditures for public elementary and secondary education: School year 1999-2000. [On-line]. Retrieved February 3, 2003 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002367.
54. U.S. Department of Labor, Bureau of Labor Statistics. (1999). Occupational employment and wage estimates, 1998. [On-line]. Retrieved February 3, 2003 from http://stats.bls.gov/oeshome.htm.
55. White, K. R. (1985). Efficacy of early intervention. Journal of Special Education, 19, 401-416.
56. Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: The Guilford Press.