Can financial incentives enhance educational outcomes? Evidence from international experiments

Robert E. Slavin

Educational Research Review Vol. 5, No. 1 pp. 68–80

In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfers programmes in developing ...

Language: English

Effective Programmes in Reading and Mathematics: Lessons from the Best Evidence Encyclopaedia

Robert E. Slavin

School Effectiveness and School Improvement Vol. 24, No. 4 (2013) pp. 383–391

This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with...

Reading Effects of IBM's "Writing to Read" Program: A Review of Evaluations

Robert E. Slavin

Educational Evaluation and Policy Analysis Vol. 13, No. 1 (1991) pp. 1–11

Evaluations of IBM's Writing to Read program for kindergartners and first graders are reviewed. The 21 kindergarten studies evidenced a median effect size of 0.23; however, in many cases this effect may be a result of comparisons with nonacademic...

Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis

Robert E. Slavin; Cynthia Lake

Review of Educational Research Vol. 78, No. 3 (September 2008) pp. 427–515

This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements...

Success for All at 27: New Developments in Whole-School Reform

Robert E. Slavin; Nancy A. Madden

Journal of Education for Students Placed at Risk Vol. 18, No. 3 (2013) pp. 169–176

This article presents recent developments in Success for All, a whole-school reform approach for high-poverty schools. These include incorporation of Common Core standards, technology-enhanced methods for teaching and tutoring, and extensive use of...

Effective Pull-out Programs for Students at Risk

Nancy A. Madden; Robert E. Slavin

This paper reviews research on effective pull-out programs for elementary students who are at risk for school failure. The emphasis is on programs that can be readily replicated by schools other than those that developed them. The focus is on...

The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis

Alan C.K. Cheung; Robert E. Slavin

Educational Research Review Vol. 9, No. 1 (June 2013) pp. 88–113

The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high...

Language: English

Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis

Robert E. Slavin; Cynthia Lake; Cynthia Groff

Review of Educational Research Vol. 79, No. 2 (2009) pp. 839–911

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at...

How features of educational technology applications affect student reading outcomes: A meta-analysis

Alan C.K. Cheung; Robert E. Slavin

Educational Research Review Vol. 7, No. 3 (December 2012) pp. 198–215

The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The...

Language: English

Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis

Alan C. K. Cheung; Robert E. Slavin

Reading Research Quarterly Vol. 48, No. 3 (2013) pp. 277–299

This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high...

Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis

Robert E. Slavin; Cynthia Lake; Pam Hanley; Allen Thurston

Journal of Research in Science Teaching Vol. 51, No. 7 (September 2014) pp. 870–901

This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration...

Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review

Bette Chambers; Alan C.K. Cheung; Robert E. Slavin

Educational Research Review Vol. 18, No. 1 (May 2016) pp. 88–111

This systematic review of research on early childhood programs seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers. It applies consistent standards to determine the strength of evidence...

Language: English

Reading Outcomes of Success for All: Early Results from the MDRC Investing in Innovation Evaluation

Robert E. Slavin; Nancy A. Madden; Janet Quint

"Success for All" (SFA) is one of the best known and thoroughly evaluated school reform models. Further evaluation of the initiative is especially important for two reasons. First, the program model has continued to evolve over time, with...

Effective Secondary Science Programs: A Best-Evidence Synthesis

Alan Cheung; Robert E. Slavin; Cynthia Lake; Elizabeth Kim

Despite widespread recognition among policy makers, educational leaders, and the nation as a whole of the importance of science, engineering, and technology as drivers of the future of the country and society, the science achievement of America's...

Effective programs for struggling readers: A best-evidence synthesis

Robert E. Slavin; Cynthia Lake; Susan Davis; Nancy A. Madden

Educational Research Review Vol. 6, No. 1 (2011) pp. 1–26

This article reviews research on the achievement outcomes of alternative approaches for struggling readers ages 5–10 (US grades K-5): One-to-one tutoring, small-group tutorials, classroom instructional process approaches, and computer-assisted...

Language: English

Topics: Tutoring

Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis

Robert E. Slavin; Alan Cheung; Cynthia Groff; Cynthia Lake

Reading Research Quarterly Vol. 43, No. 3 (2008) pp. 290–322

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula; (2) mixed-method models (methods that combine large-and small...

Achievement Effects of Embedded Multimedia in a Success for All Reading Program

Bette Chambers; Alan C. K. Cheung; Nancy A. Madden; Robert E. Slavin; Richard Gifford

Journal of Educational Psychology Vol. 98, No. 1 (February 2006) pp. 232–237

Embedded multimedia refers to teaching methods that embed video content within teachers' lessons. The research of Mayer and others has suggested that multimedia instruction can enhance learning by using the capacity of both visual and verbal memory...

Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders

Bette Chambers; Philip Abrami; Bradley Tucker; Robert E. Slavin; Nancy A. Madden; Alan Cheung; Richard Gifford

Journal of Research on Educational Effectiveness Vol. 1, No. 2 (2008) pp. 120–137

This article presents a randomized experiment evaluating a computer-assisted tutoring program. The software program, Alphie's Alley, provides reading tutors with assessment and planning tools and performance support. It provides students with...

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Bette Chambers; Robert E. Slavin; Nancy A. Madden; Philip Abrami; Michele K. Logan; Richard Gifford

Elementary School Journal Vol. 111, No. 4 (June 2011) pp. 625–640

This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools. In this year-long study,...

Technology Infusion in Success for All: Reading Outcomes for First Graders

Bette Chambers; Robert E. Slavin; Nancy A. Madden; Philip C. Abrami; Bradley J. Tucker; Alan Cheung; Richard Gifford

Elementary School Journal Vol. 109, No. 1 (September 2008) pp. 1–15

This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with...