Implementation and effects of Success for All in the Dutch context

From former and recent meta-analyses of studies into the effects of differentiation it is known that broader programs, like Success for All (SfA), that combine grouping and adapted instruction, with goal setting, formative testing, and cooperative learning produce the most positive effects on student achievement. Because of the evidence in favour of SfA, the problems Dutch schools encounter with low SES students, differentiation in general, and the implementation of inclusive education, a version of SfA is developed that is appropriate for the Dutch context. In this research project the implementation and effects of this Dutch version are studied.