Teachers reported increased use of culturally and linguistically relevant instruction over the year, while teacher collaboration remained unchanged¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2–r3 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Average self-reported CLRI use rose from 3.14 to 3.44 over the year, while collaboration averaged 3.28, 3.30 and 3.14 at the beginning, middle and end of the year, which the report describes as unchanged overall (N = 20). → Patrick Rich 2025 q2 i? Teachers with a local coach showed higher growth in CLRI (0.20 vs. -0.19), but these differences were not statistically significant at the 5 percent level. → Patrick Rich 2025 (2)

Evidence¶

Patrick Rich 2025¶

Patrick Rich, Audrey Altieri, Rachel Garrett. (2025). A pilot study of Write to Succeed: An intervention to enhance writing instruction in New Mexico. Regional Educational Laboratory Southwest (REL 2025-013). https://ies.ed.gov/use-work/resource-library/report/descriptive-study/pilot-study-write-succeed-intervention-enhancing-writing-instruction-new-mexico

q2 · i? · design · r3

Teacher surveys at three time points (N = 20) show CLRI averages of 3.14, 3.15, and 3.44 and collaboration averages of 3.28, 3.30, and 3.14 on a 1-4 agreement scale; analysis used calculated averages.

"Teachers increased their use of CLRI practices over the course of the year. Teacher collaboration overall remained unchanged."

Patrick Rich 2025 (2)¶

Patrick Rich, Audrey Altieri, Rachel Garrett. (2025). A pilot study of Write to Succeed: An intervention to enhance writing instruction in New Mexico. Regional Educational Laboratory Southwest (REL 2025-013). https://ies.ed.gov/use-work/resource-library/report/descriptive-study/pilot-study-write-succeed-intervention-enhancing-writing-instruction-new-mexico

q2 · i? · design · r2

Survey-based subgroup comparison (N = 14 local coach, N = 6 no local coach) shows average CLRI gains of 0.20 versus -0.19 and collaboration gains of 0.08 versus -0.08; the report states the differences are not statistically significant.

"Teachers with a local coach had higher growth particularly for CLRI. For collaboration, teachers who had a local coach had slightly higher growth in scores, whereas those who did not have a local coach had a decrease in collaboration scores over the course of the year. These differences are not statistically significant at the 5 percent level."

Discussion¶

Related Claims¶

• Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach — related
• Most pilot teachers used the Write to Succeed practices and found them easy to use and helpful for students, with ease of use increasing across semesters — related
• The SWELL logic model posits medium-term improvements in teachers' literacy instruction and ability to accommodate language learning and embed CLRI — related
• Analyzing practical-measure data across student groups helps teachers tailor CRSE instruction — related
• Using CulturAIEd increased K-12 teachers' confidence in identifying opportunities for cultural responsiveness — related