Teachers viewed the ERWC 3.0 as an improved curriculum that promoted high student engagement and supported students' academic and personal growth¶

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? Teachers perceived the ERWC 3.0 as an improved version of the curriculum that promoted a high level of student engagement and supported students' academic and personal growth. → 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

Exploratory qualitative findings from teacher, student, and coach perceptions collected during the pilot years via surveys, interviews, and focus groups. The report frames these as exploratory findings providing context for the impact evaluation; no effect size is printed.

"Findings suggest that teachers viewed the ERWC 3.0 as an improved version of the curriculum that promoted a high level of student engagement and supported students' academic and personal growth."

Discussion¶

Related Claims¶

• 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 — related
• Most study teachers received all ERWC materials and sufficient professional learning: 82.1 percent met professional-learning thresholds and all 56 received materials — related
• Teachers least often taught the aspects of the ERWC curriculum associated with writing and metacognition — related
• Assignment to the ERWC 3.0 in grade 11 produced a positive, statistically significant impact on achievement on the Non-PT ICA, but no statistically significant impact on the Summative Assessment sample — related
• Teachers reported that insufficient instructional minutes during the school year prevented them from teaching all required ERWC modules with fidelity — 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
• The cost analysis suggests the ERWC is a modest investment whose upfront development and training costs become insignificant over time — related