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 |
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| Language: | English |
| Authors: | Sami Kitmitto, Kyle Neering (ORCID |
| 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 |
| 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. |
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