Most ERWC teachers completed required professional learning (82-99 percent), but only 0-3 percent taught the curriculum with fidelity across the three study years¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the three study years, the proportion of teachers completing required professional learning ranged from 82 to 99 percent, while the proportion teaching the curriculum with fidelity ranged from 0 to 3 percent. → Fong 2022

Evidence¶

Fong 2022¶

Fong, A., Porterfield, A., Skjoldhorne, S., & Hadley, L. (2022). Expanding the Expository Reading and Writing Curriculum: An evaluation of an Investing in Innovation Validation grant. WestEd. https://www.wested.org/resources/expanding-the-erwc-evaluation/

q2 · i? · causal · r2

Implementation evaluation across Pilot Year 1 (2018/19), Pilot Year 2 (2019/20), and the Evaluation Year (2020/21) in 49 high schools, assessing teacher participation in professional learning and how much of the curriculum was taught. The printed ranges are "82 to 99 percent" and "0 to 3 percent"; no effect size applies.

"Throughout the three years of the study, the proportion of teachers who completed the required professional learning activities ranged from 82 to 99 percent, while the proportion of teachers who taught the curriculum with fidelity ranged from 0 to 3 percent."

Discussion¶

Related Claims¶

• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — the general claim this finding bears on, with the studies behind it
• Most study teachers received all ERWC materials and sufficient professional learning: 82.1 percent met professional-learning thresholds and all 56 received materials — related
• Only 17.9 percent of study ERWC teachers taught at least 8 modules with fidelity under the strand criterion, versus 62.5 percent under an activity-count criterion — related
• Teachers reported that insufficient instructional minutes during the school year prevented them from teaching all required ERWC modules with fidelity — related
• Teachers least often taught the aspects of the ERWC curriculum associated with writing and metacognition — related
• Teachers viewed the ERWC 3.0 as an improved curriculum that promoted high student engagement and supported students' academic and personal growth — related
• Tutoring sessions were implemented with high procedural fidelity (mean 93.4%) — related
• The cost analysis suggests the ERWC is a modest investment whose upfront development and training costs become insignificant over time — related