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The paper reviews SFA’s development and analyzes its core characteristics. Through comparison with China’s “New Basic Education” initiative, it clarifies SFA’s reference value for China and proposes potential pathways for evidence-based school improvement. 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Jiangsu Second Normal University, Nanjing 211200, Jiangsu, China  \n2. Engineering Research Center of Digital Learning Support Technology, Ministry of Education, Changchun 130000, Jilin, China  \n3. Nanjing Normal University, Nanjing 210024, Jiangsu, China  \n\n| Abstract. Success for All (SFA) is a school improvement project promoted by the team of Professor Robert Slavin of Johns Hopkins University. This paper reviewed the development process ofSFA and analyzed its characteristics. By comparing with China’s “New Basic Education”project, we summarized the reference value ofSFA for China, and further discussed the possible path of China’s evidence-based school improvement.\u003Cbr>Best Evidence in Chinese Education 2021; 8(1):1029-1040.\u003Cbr>Doi: 10.15354/bece.21.or35. |\n| --- |\n| How to Cite: Zhou, L., Gu, H. (2021). Success for All: Professor Slavin and the improvement of evidence-based schools and its enlightenment to China. Best Evidence in Chinese Education, 8(1):1029-1040. |\n\nKeywords: Robert Edward Slavin, Success for All, Evidence-Based School Improvement, Enlightenment to China  \nAbout Author: Hui Gu, School of Education Science, Nanjing Normal University, Nanjing 210024, Jiangsu, China.  \n[Email: gu_nnu@163.com](Email: gu_nnu@163.com)  \nCorrespondence to: Longjun Zhou, Jiangsu Second Normal University, Nanjing 211200, Jiangsu, China; Engineering Research Center of Digital Learning Support Technology, Ministry of Education, Changchun 130000, Jilin, [China. Email: 294437034@qq.com](China. Email: 294437034@qq.com)  \nConflict of Interests: None.  \nHELPING schools, especially weak schools, improve the efficiency of educa  \ntion and teaching, and promote the quality of teaching is an important theme in  \neducational research and practice. Over the years, with the joint efforts of researchers and practitioners, the improvement projects of some schools have achieved remarkable results. This includes “Success for All”(SFA) led by Robert Slavin of Johns Hopkins University,“Direct Instruction”(DI) of Siegfried Engelmann of the University of Illinois, and “The Accelerated Schools” of Henry Levin of Stanford University. They are all helping students, especially those with disadvantaged family backgrounds and poor grades, through which they have achieved remarkable results in improving students’ reading, math, and language skills. However, researchers have noticed that what works well in some schools may not be applicable in others (Borman [et. al](et. al)., 2002). In order to avoid the bias of results caused by a single independent research, and to achieve the best plan for the evaluation of student ability, a non-profit social science research institution operated by the American Institutions for Research (AR) funded by the Office of Elementary and Secondary Education of the US Department of Education- Comprehensive School Reform Quality (CSRQ) evaluated and compared the effectiveness and quality of 22 comprehensive school reforms. It was found that SFA relied on the wide coverage of schools (1,200) and applicable age (preschool-7th grade), the most research designs (41), the most valid conclusions (34), and a clear effect size (d = 0.18), thus getting the best evaluation (Slavin, 2007) .  \nChinese educators have also contributed greatly to the school improvement. Asa successful school improvement project, SFA was the most important educational research and practice legacy of Professor Slavin. It undoubtedly provided an important reference for the work of Chinese colleagues. This paper will discuss the path of China’s evidence-based school improvement on the basis of reviewing and summarizing the experience of SFA, hoping to find some new ideas for the reform and development of Chinese education.  \nSuccess for All: How Professor Slavin Promoted School Improvement Based on Evidence  \nSince 1986, Prof","cbCaimIiYRcWLNpE","https://ap.wps.com/l/cbCaimIiYRcWLNpE","pdf",348489,12,"English","# Abstract\n# Project overview: SFA and evidence-based school improvement\n# Comparison with China’s “New Basic Education”\n# Evaluation design and effectiveness indicators\n# Development path and early interventions\n# Key enlightenment for school improvement in China","[{\"question\":\"What is the main purpose of the Success for All (SFA) project?\",\"answer\":\"SFA aims to improve schools so that all students, especially those from disadvantaged backgrounds, can achieve better learning outcomes.\"},{\"question\":\"How does the paper assess SFA’s effectiveness?\",\"answer\":\"It summarizes development characteristics and references evaluation results from comparative reviews of comprehensive school reforms, highlighting designs, valid conclusions, and effect size.\"},{\"question\":\"What does the paper suggest for applying SFA in China?\",\"answer\":\"By comparing SFA with China’s “New Basic Education,” it outlines the potential paths for evidence-based school improvement in China based on SFA experience and lessons.\"}]","Success for All: Professor Slavin and the Improvement of Evidence-Based Schools and Its Enlightenment to China | PDF",1792080328]