This report describes an evaluation and its findings focused on the implementation and outcomes of Expository Reading and Writing Curriculum modules for English language development instruction (ERWC-ELD) in grades 9 through 12 in California.

The evaluation included an impact study, using a quasi-experimental design, and a qualitative component examining fidelity of implementation. The impact study did not find any significant effect at the 5 percent level on student outcomes, as measured by the English Language Proficiency Assessments for California (ELPAC).

The qualitative component of the study found that teachers reported strong student engagement, and the disruptions of the COVID-19 pandemic may have contributed to the lack of measurable impact from the ERWC-ELD intervention during the study period, which ran through the 2019/20 and 2020/21 school years.