The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District
Kathryn Korelich, Don Jones, Linda Challoo, Karen Sue Bradley, Rebecca Davis

Any student who does not read at grade level by the completion of third grade has a greater risk of failing and dropping out of high school (Hernandez, 2011; Juel, 1988; Snow, Burns, & Griffin, 1998), and if that child is indigent, the odds of academic failure increase exponentially (Hernandez, 2011). The purpose of this quantitative study was to determine if there was a statistically significant difference in the State of Texas Assessments of Academic Readiness or STAAR reading scores of students in grades three, four and five who participated for two consecutive years in the Success for All (SFA) reading program by the end of the 2013- 2014 school year. Also included were two Titles I campuses not selected for the three year SFA grant, which concluded at the end of the 2013-2014 school year. These two experimental campuses were compared to two control campuses with similar demographic characteristics who did not utilize SFA. Conducted in a south central Texas major suburban school district, this study led to the determination that the SFA reading program did not have significant effect on students’ reading scores..

Full Text: PDF     DOI: 10.15640/jehd.v5n4a5