Mounting evidence supports the achievement effects of success for all

Phi Delta Kappan

Volumn 83, Issue 6, 2002, Pages

  Slavin, Robert E ^a  

^a JOHNS HOPKINS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040886434     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170208300613     Document Type: Review

References (8)

1. Eric A. Hurley, Anne Chamberlain, Robert E. Slavin, and Nancy A. Madden, 'Effects of Success for All on TAAS Reading Scores: A Texas Statewide Evaluation," Phi Delta Kappan, June 2001, pp. 750-56.
2. Stanley Pogrow, "What Is an Exemplary Program and Why Should Anyone Care? A Response to Slavin and Klein," Educational Researcher, October 1998, pp. 22-28.
3. Geoffrey D.Borman and Gina M. Hewes, The Long-Term Effects and Cost-Effectiveness of Success for All (Baltimore: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University, Tech Rep. No. 53, 2001).
4. Amanda Datnow et al., "Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a 4-Year Study," unpublished paper, University of Toronto, 2001.
5. James McLean, "A Review of the Comprehensive School Reform Models In the Memphis City Schools," unpublished paper, East Tennessee State University, Johnson City, 2001.
6. William L Sanders et al., "Value-Added Achievement Results for Three Cohorts of Roots & Wings Schools in Memphis: 1995-1999 Outcomes," unpublished paper, University of Memphis, 2000.
7. See Rebecca Herman, An Educator's Guide to Schoolwlde Reform (Arlington, Va.: Educational Research Service, 1999);
8. and James Traub, Better by Design? A Consumer's Guide to Schoolwlde Reform (Washington, D.C.: Fordham Foundation, 1999).