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Turning Around 1,000 Schools:Turning Around 1,000 Schools:The Story of Success for AllThe Story of Success for All
Kristin Anderson Moore Lecture
Child Trends
Robert E. Slavin
Johns Hopkins University
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The GoalThe Goal
• Create whole-school reform approach for high-poverty elementary and middle schools that is:• Effective• Comprehensive• Replicable• Exciting for kids• Accepted by teachers
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Professional Development Professional Development Approach in Success for AllApproach in Success for All
• Extensive professional development and coaching in:• Cooperative learning• Phonics• Comprehension strategies• Vocabulary• Classroom management
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Structural Elements of Success for Structural Elements of Success for AllAll
• Supportive materials, software• Regrouping• School-wide progress monitoring and goal-
setting• Tutoring (now computer-assisted)• Facilitator• Embedded multimedia• Schools vote to adopt
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Solutions TeamSolutions Team
• Family support• Integrated services• Behavior, attendance, cooperation, conflict
resolution• Social-emotional development
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Current Status of Success for AllCurrent Status of Success for All
• 1000 schools in 47 states• Average school in program 10 years• About 80% free lunch, Title I schoolwide
projects• National network of 120 trainers, total
of220 staff• Recently received $50 million i3 grant
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Research on Success for AllResearch on Success for All
• 35-school randomized evaluation• 120-school University of Michigan study• Many smaller matched studies• Positive effects on reading maintained to
8th grade• Reductions in special ed, retentions• Only whole-school program to meet
standards of Social Programs That Work
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Precursors of Success for AllPrecursors of Success for All
• 1970-1972: Walking in the rain, WorldLab • 1975-1980: Basic cooperative learning research• 1980-1983: TAI Math• 1983-1985:CIRC Reading• 1985-1987: Cooperative Elementary School;
Reviews of research• 1985-1987: Invitation from Baltimore to create SFA
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Early Development, Research, and Early Development, Research, and Scale-UpScale-Up
• 1987-1991: Initial implementations: Baltimore, Philadelphia• 1991-1996: New American Schools grants• 1997 Spin-off from Johns Hopkins
University, founding of Success for All Foundation
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Scale-Up Issues in the 1990’sScale-Up Issues in the 1990’s
• Problem: Maintaining quality in a time of rapid growth• Added 50% to network each year• Experimented with partnerships• Capital problems• Hiring problems
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Disaster: Reading FirstDisaster: Reading First
• Success for All not supported by Bush administration• Problems with Reading First• Result: Rapid drop-off, 60% cut in staff,
financial problems
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Stabilization and Innovation in the Stabilization and Innovation in the 2000’s2000’s
• Substantial refinements to model:• Computerized monitoring• Solutions Team• Embedded multimedia• Interactive whiteboards• Improved middle school, high school• Math programs• Writing program• Leadership programs• Social-emotional learning and cognitive regulation
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Investing in Innovation (i3)Investing in Innovation (i3)
• Goal: 1100 additional schools over 5 years• Partnerships with districts, states• Grants to Title I schoolwide projects• Building capacity• MDRC evaluation
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What Have We Learned? What Have We Learned? I. CoachingI. Coaching
• Build national coaching capacity rather than relying on partners• Provide adequate coaching and monitor
quality• Be explicit but adapt to local needs• Obtain informed buy-in from teachers• Use school-based facilitators
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What Have We Learned:What Have We Learned:II. Operations II. Operations
• Stay non-profit• Obtain adequate capital• Avoid depending on grants for ongoing
operations
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Implications for PolicyImplications for Policy
• SFA demonstrates that reform can happen in ordinary Title I schools at scale• Fund and encourage promising programs• Insist on rigorous evaluations• Help with expertise, capital• Provide grants to schools to adopt proven
programs• Proactively disseminates information on
proven approaches, effective methods fairs
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Vision for the FutureVision for the Future
• All Title I schools should have opportunity to choose among proven programs• Constant process of development,
evaluation, and scale-up of promising approaches• Results: Progressive, irreversible
improvement in outcomes for vulnerable children