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This study affirms that The Writing Revolution’s approach is measurably improving writing instruction and student outcomes in real-world classroom settings. Conducted by NORC at the University of Chicago, the evaluation used a quasi-experimental design with matched comparison groups—an industry-standard method when random assignment is not feasible or appropriate.
Having a Revolutionary Teacher with full implementation resulted in a statistically significant, positive effect on ELA Writing Performance for Monroe City School District students in grades 4 & 5
Engaging with The Writing Revolution enhanced participating educators’ abilities to teach writing and had a positive effect on students’ literacy skills and learning across subject areas
The Writing Revolution integrated well with the district’s core reading curriculum (Amplify’s CKLA)
The results—statistically significant gains in writing performance and consistent qualitative evidence from educators—are highly compelling. They demonstrate that in schools with full, structured implementation, The Writing Revolution contributes meaningfully to both student outcomes and educator development.
This study is not a randomized control trial (RCT), so it cannot claim causality in the strictest sense nor does it isolate The Writing Revolution as the sole contributing factor in complex educational ecosystems. Rather, it provides strong correlational evidence, supported by rigorous matching methods and a rich qualitative foundation, that The Writing Revolution is a powerful lever for change.
