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Success for All

Pre-K to 12 Education
Benefit-cost methods last updated December 2024.  Literature review updated June 2021.
Success for All (SFA) is a coordinated, school-wide reform designed to improve early childhood literacy. The program includes specialized curricula focused on the development of literacy and language skills. All students participate in daily 90-minute reading lessons. Students are assigned to groups based on their ability, rather than grade level (other classes are taught by grade). Student progress is assessed every eight weeks. If students are not meeting grade-level reading standards, they are given additional one-on-one tutoring when possible, rather than being held back or placed in special classes. Children in the control condition receive their school’s standard reading curricula.

Effect sizes reflect the impact of SFA on a general primary school population, specifically students enrolled in SFA-participating schools from kindergarten through at least the 2nd grade.

Studies examining the impact of SFA for English alnguage learners (ELLs) specifically or SFA programs targeting ELLs (e.g., Exito Para Todos) were excluded from this meta-analysis.
 
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BENEFIT-COST
META-ANALYSIS
CITATIONS
For an overview of WSIPP's Benefit-Cost Model, please see this guide. The estimates shown are present value, life cycle benefits and costs. All dollars are expressed in the base year chosen for this analysis (2023).  The chance the benefits exceed the costs are derived from a Monte Carlo risk analysis. The details on this, as well as the economic discount rates and other relevant parameters are described in our Technical Documentation.
Benefit-Cost Summary Statistics Per Participant
Benefits to:
Taxpayers $4,049 Benefits minus costs $11,092
Participants $4,773 Benefit to cost ratio $14.23
Others $2,516 Chance the program will produce
Indirect $592 benefits greater than the costs 67%
Total benefits $11,930
Net program cost ($838)
Benefits minus cost $11,092

Meta-analysis is a statistical method to combine the results from separate studies on a program, policy, or topic to estimate its effect on an outcome. WSIPP systematically evaluates all credible evaluations we can locate on each topic. The outcomes measured are the program impacts measured in the research literature (for example, impacts on crime or educational attainment). Treatment N represents the total number of individuals or units in the treatment group across the included studies.

An effect size (ES) is a standard metric that summarizes the degree to which a program or policy affects a measured outcome. If the effect size is positive, the outcome increases. If the effect size is negative, the outcome decreases. See Estimating Program Effects Using Effect Sizes for additional information on how we estimate effect sizes.

The effect size may be adjusted from the unadjusted effect size estimated in the meta-analysis. Historically, WSIPP adjusted effect sizes to some programs based on the methodological characteristics of the study. For programs reviewed in 2024 or later, we do not make additional adjustments, and we use the unadjusted effect size whenever we run a benefit-cost analysis.

Research shows the magnitude of effects may change over time. For those effect sizes, we estimate outcome-based adjustments, which we apply between the first time ES is estimated and the second time ES is estimated. More details about these adjustments can be found in our Technical Documentation.

Meta-Analysis of Program Effects
Outcomes measured Treatment age No. of effect sizes Treatment N Effect sizes (ES) and standard errors (SE) used in the benefit-cost analysis Unadjusted effect size (random effects model)
First time ES is estimated Second time ES is estimated
ES SE Age ES SE Age ES p-value
K-12 grade repetition
Repeating a grade. This is sometimes called "grade retention."
 5 1 738 -0.021 0.221 13 -0.021 0.221 13 -0.049 0.823
K-12 special education
Placement into special education services.
5 1 738 -0.077 0.221 13 -0.077 0.221 13 -0.179 0.417
Test scores
Standardized, validated tests of academic achievement.
5 3 2154 0.093 0.073 7 0.044 0.080 17 0.177 0.015
1In addition to the outcomes measured in the meta-analysis table, WSIPP measures benefits and costs estimated from other outcomes associated with those reported in the evaluation literature. For example, empirical research demonstrates that high school graduation leads to reduced crime. These associated measures provide a more complete picture of the detailed costs and benefits of the program.

2“Others” includes benefits to people other than taxpayers and participants. Depending on the program, it could include reductions in crime victimization, the economic benefits from a more educated workforce, and the benefits from employer-paid health insurance.

3“Indirect benefits” includes estimates of the net changes in the value of a statistical life and net changes in the deadweight costs of taxation.
Detailed Monetary Benefit Estimates Per Participant
Affected outcome: Resulting benefits:1 Benefits accrue to:
Taxpayers Participants Others2 Indirect3 Total
Test scores Labor market earnings associated with test scores $2,026 $4,773 $2,516 $0 $9,315
K-12 grade repetition K-12 grade repetition $30 $0 $0 $15 $45
K-12 special education K-12 special education $1,993 $0 $0 $997 $2,990
Program cost Adjustment for deadweight cost of program $0 $0 $0 ($419) ($419)
Totals $4,049 $4,773 $2,516 $592 $11,930
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Detailed Annual Cost Estimates Per Participant
Annual cost Year dollars Summary
Program costs $1,811 2012 Present value of net program costs (in 2023 dollars) ($838)
Comparison costs $1,584 2012 Cost range (+ or -) 40%
We use the annualized full cost for a three-year program calculated in Quint et al. (2015) to estimate the cost of Success for All and the control. The cost of the program and the control include the cost of program materials, training and professional development, and salaries.
The figures shown are estimates of the costs to implement programs in Washington. The comparison group costs reflect either no treatment or treatment as usual, depending on how effect sizes were calculated in the meta-analysis. The cost range reported above reflects potential variation or uncertainty in the cost estimate; more detail can be found in our Technical Documentation.
Benefits Minus Costs
Benefits by Perspective
Taxpayer Benefits by Source of Value
Benefits Minus Costs Over Time (Cumulative Discounted Dollars)
The graph above illustrates the estimated cumulative net benefits per-participant for the first fifty years beyond the initial investment in the program. We present these cash flows in discounted dollars. If the dollars are negative (bars below $0 line), the cumulative benefits do not outweigh the cost of the program up to that point in time. The program breaks even when the dollars reach $0. At this point, the total benefits to participants, taxpayers, and others, are equal to the cost of the program. If the dollars are above $0, the benefits of the program exceed the initial investment.

Citations Used in the Meta-Analysis

Borman, G.D., & Hewes, G.M. (2001). The long-term effects and cost-effectiveness of Success for All. Center for Research on the Education of Students Placed At Risk, 53, 1-29.

Borman, G.D., Slavin, R.E., Cheung, A.C.K., Chamberlain, A.M., Madden, N.A., & Chambers, B. (2007). Final reading outcomes of the National Randomized Field Trial of Success for All. American Educational Research Journal, 44 (3), 701-731.

Madden, N., Slavin, R., Karweit, N., Dolan, L., & Wasik, B. (1993). Success for all: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30(1), 123-148.

Quint, J., Zhu, P., Balu, R., Rappaport, S., & DeLaurentis, M. (2015). Scaling up the Success for All model of school reform: Final report from the Investing in Innovation (i3) evaluation. New York, NY: MDRC.