Being a Writer: Research Results

Research Results  |  State Correlations

Newark Field Test

The Being a Writer program was field-tested in the Newark, CA school district in 2006–07. All eight of the district’s elementary schools participated. Developmental Studies Center (DSC) staff provided staff development and coaching to teachers and principals. During the year teachers and principals were interviewed and completed surveys about their response to the program, and assessment data were collected. The field-test data is summarized below. You can download a study of the evaluation here (PDF).

Response to Being a Writer by teachers and principals

Teachers consistently reported that students:

  • were more motivated to write
  • wrote much more than previously
  • enjoyed and were excited by the partner work
  • showed marked respectfulness toward each other when discussing their work
  • became better listeners

Teachers also reported that Being a Writer lessons were well written, clear, easy to follow, teacher-friendly, and structured for ease of implementation. Teachers and principals were enthusiastic about the professional development approaches of the program, which included a grade-level lesson study model. 

Student Outcome Data

The writing skills of students in grade four at all eight Newark elementary schools are assessed annually using the California Writing Standards Test. (This test is only given at grade 4.) During the course of the four years:

  • the percentage of students who tested at Below or Far Below Basic, declined from 22% to 3%;
  • the percentage of students who tested at Basic, declined from 63% to 39%;
  • the percentage of students who tested at Proficient, increased from 14% to 50%; and
  • the percentage of students who tested at Advanced, increased from 1% to 7%.