Model Program

Success for All

Success for All Foundation
200 West Towsontown Blvd.
Baltimore, MD 21204-5200
http://www.successforall.net/

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Contact Information:
Nancy A. Madden
Director
800.548.4998
fsainfo@successforall.org

Program Specification:

Emphasis:

Gender:

Rating:

Prevention

Both

Moderate Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

Elementary

Rural
Urban
Suburban
Inner City

Individuals

Ethnicity:

Other Participation Criteria:

All Ethnicities

Description:

Success for All was developed to help all elementary school students achieve and retain high reading levels. The curriculum balances phonics and meaning-oriented approaches and includes story discussion, vocabulary, and comprehension assignments that progress through a set sequence of reading materials. As students' reading improves, reading, discussion, and assignments get increasingly more difficult. The program emphasizes cooperative learning, meta-cognitive skills, comprehension, and writing.

Program Descriptors Include:
Academic Improvement, Bi-lingual/ESL, Family/Parental Involvement, Literacy Development, Life Skills Training

Starting Date: Unspecified
Students Served Per Year: Unspecified
Last Verified: 2009

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Has a learning disability or emotional disturbance
  • Low achievement

Family factors

  • Low contact with school

Program promotes the following:

Relationships

  • Opportunities and rewards for pro-social involvement
  • Involvement with positive peer activities

Program Resources:

Annual Cost:

Unspecified

Funding Sources Include:

Program Staff Includes:

Unspecified

Teachers
Parents

Materials Used:

Supporting / Partner Organizations:

Instructional Texts/Manuals

Unspecified

Evaluation Information:

Longitudinal research on Success for All has been carried out in several school districts in the U.S. Relative to students at comparison schools, Success for All students showed significant: gains in reading, reductions in special education placement, and improvements in achievement.

How evaluation data was collected:
Data collected and analyzed at state or organizational level