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The Implementation and Impact of the Coach.Teach.Write Program: Final Evaluation Report

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Title: The Implementation and Impact of the Coach.Teach.Write Program: Final Evaluation Report
Language: English
Authors: Sami Kitmitto, Kyle Neering (ORCID 0009-0003-9356-1965), Andrew Wayne, Cheryl Graczewski, Marina Castro, Amanda Danks, Austin Gragson, Laura Shankland, Robert Fales, American Institutes for Research (AIR)
Source: American Institutes for Research. 2026.
Availability: American Institutes for Research. 1400 Crystal Drive 10th Floor, Arlington, VA 22202. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: https://www.air.org/
Peer Reviewed: N
Page Count: 128
Publication Date: 2026
Sponsoring Agency: Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
Contract Number: S411B200018
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Grade 8
Descriptors: Middle School Teachers, Secondary School Curriculum, Secondary Education, Writing Instruction, Faculty Development, National Programs, Self Efficacy, Writing Skills, Writing Achievement, Grade 7, Grade 8, Program Implementation, Program Evaluation
Abstract: An important goal for K-12 education is proficiency in writing, as reflected in state English language arts (ELA) standards. This report describes the results of a study of the implementation, impact, and cost of the Coach.Teach.Write program (CTW) implemented in middle schools. The CTW program was designed by National Writing Project for a project led by American Institutes for Research (AIR), which received funding from the Education Innovation Research grants program. The program provided a combination of professional learning and instructional resources. AIR examined the implementation, impact, and cost of the CTW program through a multi-site randomized controlled trial in which schools were randomly assigned to treatment and control groups. AIR found that the program's scaling supports were implemented across sites as designed. Local trainers, in turn, engaged teachers and got them to use the NWP instructional resources (i.e., lesson sequences), though the learning experiences did not always happen as planned. The program was expected to have an impact on two primary teacher outcomes: teacher self-efficacy for teaching writing and teacher use of evidence-based practices for teaching writing, both measured using the teacher survey completed in the spring. The program did not have a statistically significant impact on the self-efficacy measure. Nevertheless, it did have a statistically significant and strong positive impact on the measure of classroom practice. For students, the study found no statistically significant impact on students' attitudes toward writing on either of two measures of self-efficacy related to writing. Finally, the program had no statistically significant impact on students' writing skills, based on the study's writing assessment, or achievement on state standardized tests. The report discusses features of the CTW program and its implementation that may explain why the results differ from other programs that use professional learning and instructional resources to support student proficiency in writing.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: ED682690
Database: ERIC
FullText Text:
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  Data: The Implementation and Impact of the Coach.Teach.Write Program: Final Evaluation Report
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sami+Kitmitto%22">Sami Kitmitto</searchLink><br /><searchLink fieldCode="AR" term="%22Kyle+Neering%22">Kyle Neering</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-9356-1965">0009-0003-9356-1965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Wayne%22">Andrew Wayne</searchLink><br /><searchLink fieldCode="AR" term="%22Cheryl+Graczewski%22">Cheryl Graczewski</searchLink><br /><searchLink fieldCode="AR" term="%22Marina+Castro%22">Marina Castro</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Danks%22">Amanda Danks</searchLink><br /><searchLink fieldCode="AR" term="%22Austin+Gragson%22">Austin Gragson</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Shankland%22">Laura Shankland</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+Fales%22">Robert Fales</searchLink><br /><searchLink fieldCode="AR" term="%22American+Institutes+for+Research+%28AIR%29%22">American Institutes for Research (AIR)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Institutes+for+Research%22"><i>American Institutes for Research</i></searchLink>. 2026.
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  Data: American Institutes for Research. 1400 Crystal Drive 10th Floor, Arlington, VA 22202. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: https://www.air.org/
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  Data: N
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  Data: 128
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  Data: 2026
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  Data: Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
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  Data: S411B200018
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  Data: <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="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Curriculum%22">Secondary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22National+Programs%22">National Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An important goal for K-12 education is proficiency in writing, as reflected in state English language arts (ELA) standards. This report describes the results of a study of the implementation, impact, and cost of the Coach.Teach.Write program (CTW) implemented in middle schools. The CTW program was designed by National Writing Project for a project led by American Institutes for Research (AIR), which received funding from the Education Innovation Research grants program. The program provided a combination of professional learning and instructional resources. AIR examined the implementation, impact, and cost of the CTW program through a multi-site randomized controlled trial in which schools were randomly assigned to treatment and control groups. AIR found that the program's scaling supports were implemented across sites as designed. Local trainers, in turn, engaged teachers and got them to use the NWP instructional resources (i.e., lesson sequences), though the learning experiences did not always happen as planned. The program was expected to have an impact on two primary teacher outcomes: teacher self-efficacy for teaching writing and teacher use of evidence-based practices for teaching writing, both measured using the teacher survey completed in the spring. The program did not have a statistically significant impact on the self-efficacy measure. Nevertheless, it did have a statistically significant and strong positive impact on the measure of classroom practice. For students, the study found no statistically significant impact on students' attitudes toward writing on either of two measures of self-efficacy related to writing. Finally, the program had no statistically significant impact on students' writing skills, based on the study's writing assessment, or achievement on state standardized tests. The report discusses features of the CTW program and its implementation that may explain why the results differ from other programs that use professional learning and instructional resources to support student proficiency in writing.
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  Data: 20260101
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  Data: ED682690
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    Languages:
      – Text: English
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        PageCount: 128
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Secondary School Curriculum
        Type: general
      – SubjectFull: Secondary Education
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Faculty Development
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      – SubjectFull: National Programs
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Writing Skills
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Grade 7
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      – SubjectFull: Grade 8
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      – SubjectFull: Program Implementation
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