The Coleman Report prompted U.S. policymakers to focus on "compensatory programs" which focused on changing the behavior of less advantaged students.[3] The report also stimulated vigorous reaction from educational researchers who believed, to the contrary, that schools could make a significant difference on student achievement. Their research formed the foundation of the 'Effective Schools Movement', and enabled them to assert that "all children can learn and that the school controls the factors necessary to assure student mastery of the core curriculum."[3]