Direct teachers to teach at least one activity in each strand of every module taught, as a lever future evaluations could test for greater impacts¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (1 causal, 1 design), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The report's discussion recommends that future evaluations assess whether ERWC impacts would be greater if teachers were explicitly directed to teach at least one activity in each strand of every module taught. This strategy follows from the finding that many teachers did not complete at least one activity in each strand of the modules they taught, even though the impact evaluation found a positive effect on student achievement. The recommendation is framed as a question for future research rather than a demonstrated improvement.

Design Implications¶

Context¶

Requirements¶

• Teachers must be teaching the ERWC modules and their six strands as structured by the Assignment Template

Constraints¶

• The report states this as a direction for future evaluations; it did not test whether full strand coverage increases impacts

Target Learners¶

• grade-12 high school English students

Target Learning Goals¶

• college English readiness
• critical reading and writing skills

Claims¶

• 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 [+M]
• Teachers least often taught the aspects of the ERWC curriculum associated with writing and metacognition [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• Anthony B. Fong, Neal D. Finkelstein, Laura M. Jaeger, Rebeca Diaz, Marie E. Broek. (2015). Evaluation of the Expository Reading and Writing Course: Findings from the Investing in Innovation Development Grant. WestEd. https://eric.ed.gov/?id=ED559522