This study assessed the effect of the Success for All school reform model on the standardized reading scores, attendance, and disciplinary needs of 217 students in three elementary schools using the program and 132 similar students in three other urban schools. The schools were also compared using teacher, student, and parent perception data on school climate scales. The Success for All program is intended to ensure that every child learns to read in the early grades and groups students according to reading level for one 90-minute reading period per day. The model also incorporates a Family Support Team to encourage parental involvement in the school. School level comparison showed the model had a positive effect on achievement test scores and attendance. At the student level, results showed a reading effect, especially in basic reading skills. Teachers, students and parents at program schools showed more positive perceptions of school climate, educational quality, and job satisfaction than comparison groups. Implications for the accountability and reform movements are discussed. Teacher, student, and parent surveys are appended. (Contains 34 references.) (DB)