EdReports’ 2023 State of the Instructional Materials Market study found that only 35% of ELA teachers, 51% of math teachers, and 6% of science teachers report using quality-aligned curriculum at least once a week. It’s clear that there is more work to do to ensure all students have access to high-quality content.
Yet selecting high-quality curriculum is a critical but insufficient first step towards ensuring every learner has that access. Curriculum-based professional learning and effective implementation are essential to ensure materials are used—and used well. A lack of meaningful teacher engagement persists in the selection process, as does a dearth of learning supports for educators to understand what high quality looks like and how to use new curricula.
A lack of meaningful teacher engagement persists in the selection process, as does a dearth of learning supports for educators.
In order to leverage the full potential of high-quality instructional materials for students, states, districts, and teacher preparation programs should take the following actions:
1. Signal Quality
States and local school systems must emphasize the importance of instructional materials and educate stakeholders on what makes a curriculum high-quality. States in particular have the power to set high standards for recommending or requiring quality materials. However, they must also provide guidance and resources to help districts choose programs that meet state standards and address local needs.
Several states provide examples of how to send strong signals to districts on best practices around high-quality instructional materials (HQIM) which will support local adoption processes. Mississippi convened teachers and offered professional learning on how to evaluate materials, which led to a curated list of programs recommended for math adoption. Louisiana conducts reviews of K–12 instructional materials, assigning programs to tiers based on standards-aligned materials ratings. Nebraska developed a website to promote the value of high-quality instructional materials.
Districts must also communicate the importance of high-quality materials, provide guidance on how to select and implement them with integrity, and clearly define priorities. In seeking a new math curriculum, San Bernardino City Unified School District found high-quality materials that support multilingual learners, signaling their commitment to serving all students. Metro Nashville Public Schools developed the district’s vision for instruction, signaling the important role materials would play in math instruction.
2. Prepare Day-One Ready Teachers
Integrating curriculum literacy (the understanding of the importance of quality materials and how to use them) is critical for teacher preparation programs because it will ensure effective use of resources. While there are countless programs available, the importance of HQIM transcends the programs themselves.
Teacher candidates should leave their programs with the key ability to recognize HQIM, and should be critical consumers of content.
Teacher candidates should leave their programs with the key ability to recognize HQIM, and should be critical consumers of content who are able to identify “look-fors” in these materials. This crucial understanding will support a decrease in using unvetted materials and will create more opportunities for students to engage with grade-level content through high-leverage practices, activities, and tasks.
Additionally, teacher candidates should know how to prepare lessons using aligned materials, how to leverage partially aligned materials, and how to advocate for better materials.
3. Place Teachers at the Heart of Materials Selection
A district’s materials-selection process directly impacts how well programs are implemented. Meaningfully engaging teachers in the decision-making process supports buy-in that can lead to stronger classroom use of the materials.
We recommend 6 Key Adoption Steps for material selection that allow districts to support local context and instructional vision. Too often, district leaders make uninformed choices, adopting materials that fail to align with district capacity, speak to local priorities, or address holistic student needs. For example, 38% of California math teachers reported that district leaders typically determine classroom materials. Excluding teachers from the selection process can lead to resistance in using materials.
4. Provide Ongoing, Curriculum-Based Professional Learning
Materials matter because they raise expectations, address inequity, and leverage research-based practices to help students prepare for college and career. However, the materials alone are not magic. Teachers need support in how best to use the materials. Districts must not only invest in materials, but must also provide ongoing, curriculum-based professional learning. Quality training and educator commitment to change are crucial to successful materials implementation.
Selecting high-quality curriculum, while essential, can never be a standalone solution.
Selecting high-quality curriculum, while essential, can never be a standalone solution. Ensuring teacher buy-in and support to use materials well is fundamental if learners are to benefit from quality content. Because materials don’t teach students; teachers do.
