The Resource Impacts and Implementation of the i3-Funded Scale-Up of Success for All

Impacts and Implementation of the i3-Funded Scale-Up of Success for All

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Impacts and Implementation of the i3-Funded Scale-Up of Success for All
Title
Impacts and Implementation of the i3-Funded Scale-Up of Success for All
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Summary
The Impacts and Implementation of the i3-Funded Scale-Up of Success for All study examined the implementation and impacts of a whole-school reform model, Success for All (SFA), which seeks to increase reading proficiency among students in elementary schools serving low-income children, as this model was scaled up under an Investing in Innovation (i3) grant from the United States Department of Education. The impact evaluation used a cluster random assignment design in which 37 schools in five school districts were selected at random either to implement SFA (the program group schools) or to put in place their business-as-usual reading program (the control group schools). This collection contains Parts 1 to 7 for public use; and Part 8 for restricted use only. In Part 1: Primary Student Sample data, children who began kindergarten in sampled schools and remained in them through second grade were assessed using standardized assessments of phonics skills, reading fluency, and comprehension. In Part 2: Auxiliary Sample, additional analyses examined third-year impacts on reading skills for all second graders, whether or not they remained continuously enrolled in the study schools, and for students in grades 3 through 5. The analysis also examined impacts for subgroups defined by ethnicity, early literacy skills measured upon entry into kindergarten, and other variables. Part 3: School Achievement Snapshot Data contain implementation data for analysis using an instrument created by SFA's developers that measures the extent to which program elements were put in place at each program group at the end of each year. This instrument was utilized to assess fidelity to the program model. The implementation analysis was also informed by principal (Part 5: Principal Survey) and teacher surveys (Part 4: Teacher Survey) in all schools, as well by logs (Part 6: Teacher Log) that asked teachers to document their instructional practices in early reading classes. These data, collected in all three study years, make it possible to measure implementation over the study period and to compare program group schools and control group schools on a variety of dimensions. Part 7: Scale-Up Sample Data provided data on the schools that adopted SFA (and those which were approached, but did not adopt), and schools that adopted before the Investing in Innovations grant. Part 8 is the restricted version of Part 7, which retains geographic location variables
http://library.link/vocab/creatorName
  • Quint, Janet
  • Inter-university Consortium for Political and Social Research [distributor]
Label
Impacts and Implementation of the i3-Funded Scale-Up of Success for All
Instantiates
Publication
Note
  • 2011--2014
  • 36387
Control code
ICPSR36387.v1
Governing access note
Access restricted to subscribing institutions
Label
Impacts and Implementation of the i3-Funded Scale-Up of Success for All
Publication
Note
  • 2011--2014
  • 36387
Control code
ICPSR36387.v1
Governing access note
Access restricted to subscribing institutions

Library Locations

    • Bowdoin College LibraryBorrow it
      3000 College Station, Brunswick, ME, 04011-8421, US
      43.907093 -69.963997
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