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C3: Choice in Cultural Competency. Charleston EIR Impact Evaluation Report

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Title: C3: Choice in Cultural Competency. Charleston EIR Impact Evaluation Report
Language: English
Authors: Christy Derrick, Catherine Snyder, Kathy Dowell, Kristin LaRoche, Katie Beck, Cherish Mack, The Evaluation Group (TEG)
Source: Grantee Submission. 2026.
Peer Reviewed: Y
Page Count: 45
Publication Date: 2026
Sponsoring Agency: Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
Contract Number: S411C200014
Document Type: Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Elementary Secondary Education
Descriptors: Intervention, Cultural Awareness, Faculty Development, Elementary School Teachers, Middle School Teachers, High School Teachers, Mathematics Achievement, Academic Achievement, Program Effectiveness, Racial Composition, Students with Disabilities, Program Implementation, Fidelity, Elementary School Students, Middle School Students, High School Students, Culturally Relevant Education
Geographic Terms: South Carolina
Assessment and Survey Identifiers: Intercultural Development Inventory
Abstract: This study evaluated the impact of the C3: Choice in Cultural Competency program, an Education Innovation and Research (EIR) early-phase grant implemented in Charleston County School District. The intervention aimed to improve student outcomes by providing teachers with access to personalized, teacher-directed professional learning (PL) focused on cultural competency that was supported by stipends, individualized assessment using the Intercultural Development Inventory (IDI), and ongoing coaching. Using a quasi-experimental design aligned with What Works Clearinghouse standards, the study examined impacts on classroom-level student achievement in English Language Arts (ELA) and mathematics, as well as teacher intercultural competency over a four-year period. Results indicated no statistically significant impacts of the intervention on student achievement or teacher intercultural competency. Across both ELA and math analyses, baseline achievement and classroom-level student characteristics, particularly racial composition and the proportion of students with disabilities, were the strongest predictors of outcomes, while teacher-level variables were not significant. Similarly, no meaningful changes were observed in teachers' IDI Developmental Orientation scores over time. Implementation findings provide important context for these results. While core program infrastructure was implemented with high fidelity, key teacher-facing components, including stipend utilization and the use of assessment data to guide professional learning, did not meet intended thresholds, limiting overall exposure to the intervention. In contrast, coaching supports improved over time and emerged as a potentially important mechanism for influencing practice. These findings suggest that access to professional learning alone is insufficient to produce measurable changes in instructional practices or student outcomes. Sustained engagement, stronger alignment between assessment and professional learning, and high-quality, job-embedded coaching are likely critical to achieving a significant impact. The study contributes to the evidence base on teacher-directed professional learning models and offers insights for refining scalable approaches to improving culturally responsive teaching and educational equity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED680281
Database: ERIC
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  Data: C3: Choice in Cultural Competency. Charleston EIR Impact Evaluation Report
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  Data: <searchLink fieldCode="AR" term="%22Christy+Derrick%22">Christy Derrick</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+Snyder%22">Catherine Snyder</searchLink><br /><searchLink fieldCode="AR" term="%22Kathy+Dowell%22">Kathy Dowell</searchLink><br /><searchLink fieldCode="AR" term="%22Kristin+LaRoche%22">Kristin LaRoche</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+Beck%22">Katie Beck</searchLink><br /><searchLink fieldCode="AR" term="%22Cherish+Mack%22">Cherish Mack</searchLink><br /><searchLink fieldCode="AR" term="%22The+Evaluation+Group+%28TEG%29%22">The Evaluation Group (TEG)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2026.
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  Data: 45
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  Data: 2026
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  Label: Sponsoring Agency
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  Data: Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
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  Data: S411C200014
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Intercultural+Development+Inventory%22">Intercultural Development Inventory</searchLink>
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  Data: This study evaluated the impact of the C3: Choice in Cultural Competency program, an Education Innovation and Research (EIR) early-phase grant implemented in Charleston County School District. The intervention aimed to improve student outcomes by providing teachers with access to personalized, teacher-directed professional learning (PL) focused on cultural competency that was supported by stipends, individualized assessment using the Intercultural Development Inventory (IDI), and ongoing coaching. Using a quasi-experimental design aligned with What Works Clearinghouse standards, the study examined impacts on classroom-level student achievement in English Language Arts (ELA) and mathematics, as well as teacher intercultural competency over a four-year period. Results indicated no statistically significant impacts of the intervention on student achievement or teacher intercultural competency. Across both ELA and math analyses, baseline achievement and classroom-level student characteristics, particularly racial composition and the proportion of students with disabilities, were the strongest predictors of outcomes, while teacher-level variables were not significant. Similarly, no meaningful changes were observed in teachers' IDI Developmental Orientation scores over time. Implementation findings provide important context for these results. While core program infrastructure was implemented with high fidelity, key teacher-facing components, including stipend utilization and the use of assessment data to guide professional learning, did not meet intended thresholds, limiting overall exposure to the intervention. In contrast, coaching supports improved over time and emerged as a potentially important mechanism for influencing practice. These findings suggest that access to professional learning alone is insufficient to produce measurable changes in instructional practices or student outcomes. Sustained engagement, stronger alignment between assessment and professional learning, and high-quality, job-embedded coaching are likely critical to achieving a significant impact. The study contributes to the evidence base on teacher-directed professional learning models and offers insights for refining scalable approaches to improving culturally responsive teaching and educational equity.
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  Data: 2026
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  Data: ED680281
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 45
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Racial Composition
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Fidelity
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: High School Students
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: South Carolina
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      – TitleFull: C3: Choice in Cultural Competency. Charleston EIR Impact Evaluation Report
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