dc.contributor.author	Atkinson, Cheryl L. H.	en
dc.contributor.committeechair	Richards, Robert R.	en
dc.contributor.committeemember	Parson, Stephen R.	en
dc.contributor.committeemember	Gillespie, Diane Newkirk	en
dc.contributor.committeemember	Dawson, Christina M.	en
dc.contributor.committeemember	Yakimowski-Srebnick, Mary E.	en
dc.contributor.department	Educational Leadership and Policy Studies	en
dc.date.accessioned	2014-03-14T20:21:38Z	en
dc.date.adate	1998-04-21	en
dc.date.available	2014-03-14T20:21:38Z	en
dc.date.issued	1998-03-23	en
dc.date.rdate	1998-04-21	en
dc.date.sdate	1998-03-23	en
dc.description.abstract	The purpose of this quantitative/qualitative evaluation study was to analyze the impact of the Success for All (SFA) program on reading achievement, attendance, and academic self-efficacy. Robert Slavin (1996) and his colleagues at Johns Hopkins University developed the Success for All program, which incorporates a comprehensive school restructuring approach. This program focuses on improving achievement of at-risk children and aims to have every child reading on or above grade level by grade three (Slavin, 1996). Two urban, schoolwide Title I elementary schools were compared using a non-equivalent matched group, evaluation design. Stanford 9 reading comprehension scores and attendance data were analyzed through an Analysis of Variance. Results yielded positive effects for group membership (SFA, non-SFA) in reading achievement and reading self-efficacy with mean scores of 58.6 NCEs vs 33.6 NCEs and 86.6 vs 68.7 respectively. Focus group results showed strong parental and staff support for the program. Implications are presented along with suggested future avenues of research such as the SFA program's impact over time and the investigation of the program's impact on other measures of achievement.	en
dc.description.degree	Ed. D.	en
dc.identifier.other	etd-32098-1546	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-32098-1546/	en
dc.identifier.uri	http://hdl.handle.net/10919/30410	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	PAPERWHO.PDF	en
dc.relation.haspart	DIS2.PDF	en
dc.relation.haspart	DIS3.PDF	en
dc.relation.haspart	TABLES1A.PDF	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Reading	en
dc.subject	Title I	en
dc.subject	Efficacy	en
dc.subject	At-risk	en
dc.title	An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School	en
dc.type	Dissertation	en
thesis.degree.discipline	Educational Leadership and Policy Studies	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Education	en

An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School

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