The Success for All Model of School Reform: Interim Findings from the Investing in Innovation (i3) Scale-Up

Quint, Janet; Balu, Rekha; DeLaurentis, Micah; Rappaport, Shelley; Smith, Thomas J.; Zhu, Pengfei; Alterman, Emma; Pramik, Emily

doi:10.2139/ssrn.2477948

Cited by 32 publications

(88 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, those campuses were able to implement other program elements if chosen to do so. The SFA kindergarten students scored significantly higher than the non-SFA students on one of two standardized criterions: phoneme awareness and decoding of early reading (Quint et al, 2013).…”

Section: Comprehensive School Reformmentioning

confidence: 81%

“…The first of three reports from Quint, Balu, DeLaurentis, Rappaport, Smith and Zhu schools that did not participate in the intervention (Quint et al, 2013). All included in the study possessed similar student-level characteristics at the beginning of the study.…”

Section: Comprehensive School Reformmentioning

confidence: 99%

“…All included in the study possessed similar student-level characteristics at the beginning of the study. The focus of this study was to analyze the staff's experiences and the reading achievement of the SFA kindergarten students (Quint et al, 2013). Initially, SFA teachers shared concerns about implementing this intervention, but toward the end of the school year, those feelings seemed to have assuaged.…”

Section: Comprehensive School Reformmentioning

confidence: 99%

“…Initially, SFA teachers shared concerns about implementing this intervention, but toward the end of the school year, those feelings seemed to have assuaged. Secondly, a majority of the SFA schools reached the satisfactory early implementation level, according to the SFA Foundation who provided the professional development, instructional materials, and any support needed (Quint et al, 2013). However, those campuses were able to implement other program elements if chosen to do so.…”

Section: Comprehensive School Reformmentioning

confidence: 99%

“…Lastly, considering that three components of the SFA intervention were cooperative learning, cross-grade grouping and periodic grouping, teachers reported that the SFA campuses used those strategies more than the non-SFA campuses (Quint et al, 2013). In addition, according to the teachers' instructional logs, early-grade instruction on the SFA campuses focused more on vocabulary and comprehension whereas the non-SFA spent more time on spelling.…”

Section: Comprehensive School Reformmentioning

confidence: 99%

See 4 more Smart Citations

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

Korelich¹,

Jones²,

Challoo³

et al. 2016

JEHD

View full text Add to dashboard Cite

Section: Comprehensive School Reformmentioning

confidence: 81%

Section: Comprehensive School Reformmentioning

confidence: 99%

Section: Comprehensive School Reformmentioning

confidence: 99%

Section: Comprehensive School Reformmentioning

confidence: 99%

Section: Comprehensive School Reformmentioning

confidence: 99%

See 3 more Smart Citations

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

Korelich¹,

Jones²,

Challoo³

et al. 2016

JEHD

View full text Add to dashboard Cite

Is the twig bent as the tree is inclined? Children and parents interacting with school‐distributed literacy assignments

Akkermans-Rutgers

Doornenbal

Kassenberg

et al. 2020

Psychology in the Schools

View full text Add to dashboard Cite

In this study, we analyze in-depth interviews conducted with 26 Dutch third-graders as well as interviews with one of each child's parents. The children attended one of six schools, each with a relatively large population of families with a low socioeconomic status, where homebased literacy assignments aimed at increasing children's enjoyment of reading were distributed for a duration of 3 years. The aim of this study is to gain knowledge of distinctive interaction characteristics of child-parent dyads regarding at-home literacy, to learn how these characteristics can help educational professionals and researchers answer to the needs of children and parents when designing and distributing at-home reading assignments. Based on the attitudes towards reading and the skillset of child and parent(s), we distinguished three reader-profiles: (1) Autonomously motivated readers, (2) Incompatible readers, and (3) Generational non-readers.

show abstract

Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program

Kim¹,

Burkhauser²,

Quinn³

et al. 2017

Reading Research Quarterly

View full text Add to dashboard Cite

The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty elementary schools (75–100% eligibility for free or reduced‐price lunch) were matched by prior reading achievement and poverty level and randomly assigned to one of two implementation conditions: a core treatment condition that directly replicated implementation procedures used in previous experiments, or a core treatment with structured teacher adaptations condition. In the adaptations condition, teachers were organized into grade‐level teams around a practical improvement goal and given structured opportunities to use their knowledge, experience, and local data to extend or modify program components for their students and local contexts. Students in the adaptations condition performed 0.12 standard deviation higher on a reading comprehension posttest than students in the core treatment. An implementation analysis suggests that fidelity to core program components was high in both conditions and that teachers in the adaptations condition primarily made changes that extended or modified program procedures and activities in acceptable ways. Adaptations primarily served to increase the level of family engagement and student engagement with summer books. These results suggest that structured teacher adaptations may enhance rather than diminish the effectiveness of an evidence‐based summer literacy program.

show abstract

The Success for All Model of School Reform: Interim Findings from the Investing in Innovation (i3) Scale-Up

Cited by 32 publications

References 4 publications

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

Is the twig bent as the tree is inclined? Children and parents interacting with school‐distributed literacy assignments

Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program

Contact Info

Product

Resources

About