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Document

Success for All


File number :
PPEE-ISC-12e

Bibliographic reference :
Rüesch, P. (2001). Le programme Success for All. Dans M. Nicolet, S. Rosenberg, P. Rüesch, M. Truniger & al. (Éds.), Promotion de la réussite scolaire et de l’égalité des chances en éducation. Assurer la qualité dans des classes et des écoles hétérogènes sur les plans linguistiques, social et culturel. [en ligne].
<http://www.cdep.ch/>

Abstract :

This text is an appendix to a document published by the Swiss Conference of Cantonal Ministers of Education (EDK). The document deals with the performance of schools with a high proportion of children from underprivileged, allophone and/or migrant social classes. In addition to taking stock of the current state of the debate, it aims to improve on the strategies in place and propose solutions. For instance, a whole section of the document discusses the policies implemented to improve academic achievement and reduce social inequalities. Another section discusses the Success for All program implemented in the United States.

Description of the Success for All Program
The purpose of this program, which was implemented in over 400 schools in the U.S., is to provide support for students with poor academic results who are generally from minority backgrounds. Success for All is based on three main strategies: 1) promotion of learning to read; 2) professional development for teachers; and 3) parental involvement. According to the program's philosophy, all students without major physical problems are capable of learning to read properly if given the appropriate support.

The pedagogical principles promoted are as follows: 1) regular classes are the best place for students to learn; 2) the program must be flexible enough to meet students' learning needs; and 3) there must be some amount of flexibility in how school resources are used, particularly as far as time and extra staff are concerned).

Six Program Components
1- Learning-to-read program;
2- Tutoring by qualified teachers;
3- Parental involvement;
4- Program assistance by supervisors;
5- Professional development for teaching staff;
6- Assistance group.

Results of Scientific Assessment of Program
The effects of the program on academic performance were evaluated in 19 of the American schools participating in the Success for All program between 1987 and 1992. It was found that the language performance of students from these schools was far better than that of students from the comparison group, and that the longer the time frame of program implementation, the better the results were. The positive effects were particularly obvious with students speaking foreign languages and those from bilingual minorities, especially in terms of reducing their placement in special classes.

For more information on this topic, see file PPEE-ISC-04 and the list of complementary references, or log on to the Success for All Foundation's Website: www.successforall.net



Links :
http://www.cdep.ch/

Key Words :
Social Inequalities, Learning Problems, Learning to Read, Parental Involvement, Minorities, Underprivileged Environment, Success for All, School-Family-Community Partnership, School Environment

Monitored Countries :
United States