WriteBoston’s assessment strategy is driven by the same questions that undergird our mission: are we making a difference in the life trajectories of high needs youth? What impact are we having on college acceptance, attrition, and completion? Do changes we espouse make it through the classroom door and impact the educational outcomes of students?
In assessing our work, we use a combination of measurement tools: qualitative surveys, classroom level audits of student reading/writing/discussion; pre and post assessments; end-of-year test scores and embedded assessments; college acceptance rates; and rates of usage and scope of influence.
Addressing reading and writing proficiency is critical to closing the achievement gap. By focusing on high leverage literacy strategies, WriteBoston empowers both students and educators, enabling teachers to support ALL of their students in making academic gains.
View our 2019 Annual Report.
Impact
Professional Development & Coaching
300+
educators served through high-quality professional development in writing and literacy instruction
15
schools and 3 education organizations supported across Massachusetts
91%
of educators reported that their WriteBoston professional development increased their effectiveness in their role
Writing Centers
Teens in Print
350
Boston teens served through programming, workshops, and publication
133
articles published in 4 issues of the Teens in Print newspaper
93%
of students feel more prepared for future jobs after participating in Teens in Print
Testimonials
My coach listens well to my needs and knows how to zero in on the issue at hand . . . she “gets it” in terms of dealing with our urban, English Language Learner population.Early-Career English Teacher, Specialized High School for Immigrant Students
Being a part of TiP is one of the best experiences of my high school career . . . The opportunities, skills, and friends I got through TiP are irreplaceable, and I genuinely feel much more connected to my city and my community. TiP 11th Grader
From working and thinking with our WriteBoston coach, I have come to a broader and deeper understanding of what good critical literacy looks like in mathematics. Mid-career Math Teacher, Boston Public Schools
Working with WriteBoston is one of the few professional development experiences in which I feel that I am actually developing my skills as an educator.Veteran Special Education Teacher, Boston Public Schools
Our coach is EXTREMELY knowledgeable about the Common Core and has a wealth of experience teaching High School writing. She was able to share best practices from her own teaching experience that greatly helped me improve my own. Early Career English Department Chair, Public Charter High School
TiP put me in this new setting . . . not everyone looked like me, not everyone spoke the same languages as me, but we were able to have a conversation and build almost like a family. That’s important, especially right before you go to college. You already have that exposure to be around different people and different beliefs. TiP Alumna, Class of 2007
Teens in Print is an organization in which no one is turned away or looked down on for their views. Everyone is accepted, valued, and always given chances to grow and thrive at their own pace. It’s almost like a perfect little journalism institute. TiP Alumna, Class of 2018
The professional development we have received over the years has been a game changer for our literacy department . . . Since working with [WriteBoston], we have maximized the learning minutes in all classrooms—students spend more time reading, writing, and discussing complex texts.Literacy Coach, Chelsea Public Schools
Our coach caters to the needs of the teachers and students and designs strategies to enhance teaching and learning. She is approachable, knowledgeable, kind-hearted, and humble.Mid-Career History Teacher, Boston Public Schools
Each time I met with my coach, I had her undivided attention. She gave me very specific and concrete recommendations and commendations. She also allowed me to work through problems so I could come to a conclusion rather than telling me what I should be doing. At the same time, when I needed direct coaching, she was able to do that in a way I was receptive to.Mid-Career English Teacher, Regional Voc Tech High School