Present evaluations that are being carried out by third party evaluators as well as more recent findings.
1. There are two, third-party, evaluations of Accelerated Schools taking place. The Manpower Development Research Corporation has been studying the Accelerated Schools Project over the last three years and will report its evaluation results before the end of this year.
Success for All (and Roots and Wings) is the presumptive model in New Jersey that the State is asking all schools to adopt, so we have sought out direct comparisons between effectiveness of the two models. In doing this, we should note that we have enormous respect for SFA/RW even though it has very different philosophy, process, and goals than the ASP. Steve Ross of the Success for All Center in Memphis is the lead author of the two direct comparisons. ASP personnel were not contacted and were not involved in the evaluation in any capacity. The following are the results:
1. A comparison of first graders in 3 Accelerated Schools (AS) and 3 Success for All (SFA) schools was carried out in 1996-97 for schools in Tacoma, Washington completing their first year in the two programs. There were no statistically significant differences between the two models in: oral reading, word identification, or passage comprehension. SFA did better in word attack by an effect size of .28; AS was superior in writing with an effect size of .41. The AS model had costs per student that were only 15 percent of the SFA model (S. Ross, M. Albert, and M. McNelis, "Evaluation of Elementary School School-Wide Programs: Clover Park School District (Memphis: University of Memphis Center for Research in Educational Policy, September 1997).
Accelerated Schools had the largest effect size for reading, almost double that of Roots and Wings, a gain equivalent to going from the 30th to the 70th percentile among a largely minority and poverty student population [S. Ross, S. W. Wang, W. Sanders, S. P. Wright, and S. Stringfield, "Two- and Three-Year Achievement Results on the Tennessee Value-Added Assessment System for Restructuring Schools in Memphis," (Memphis: University of Memphis, Center for Research in Educational Policy, June 1999)]. Across five subject tests, Roots and Wings showed an average effect size of 1.10 and Accelerated Schools showed an average effect size of .77. But the RW model in Memphis was at least six times as costly as the ASP cost, so that the ASP schools produced about 5 times more achievement than RW per dollar of investment.