This study examines the efficacy of the curriculum in the Early Assessment Program (EAP) 12th grade Expository Reading and Writing Course (ERWC) on proficiency rates for non-proficient incoming freshman students. Survey data was collected from both teachers who received ERWC professional development and implemented at least two modules of the ERWC curriculum and a comparison group of teachers, along with assessment data. Results showed that teachers experienced strong success with the ERWC curriculum in terms of student engagement and rigor and significant increases in the student assessment.
Pilot study evaluation of the Early Assessment Program’s professional development in English 2004–2005
CCRS Center Publication
California State University