Turning Around 1,000 Schools: The Story of Success for All Kristin Anderson Moore Lecture Child Trends Robert E. Slavin Johns Hopkins University

The Goal Create whole-school reform approach for high-poverty elementary and middle schools that is: Effective Comprehensive Replicable Exciting for kids Accepted by teachers

Professional Development Approach in Success for All Extensive professional development and coaching in: Cooperative learning Phonics Comprehension strategies Vocabulary Classroom management

Structural Elements of Success for All Supportive materials, software Regrouping School-wide progress monitoring and goal-setting Tutoring (now computer-assisted) Facilitator Embedded multimedia Schools vote to adopt

Solutions Team Family support Integrated services Behavior, attendance, cooperation, conflict resolution Social-emotional development

Current 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

Research 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

Precursors 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

Early Development, Research, and Scale-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

Scale-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

Disaster: Reading First Success for All not supported by Bush administration Problems with Reading First Result: Rapid drop-off, 60% cut in staff, financial problems

Stabilization and Innovation in the 2000’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

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

What Have We Learned? I. 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

What Have We Learned: II. Operations Stay non-profit Obtain adequate capital Avoid depending on grants for ongoing operations

Implications 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

Vision 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