In late January, our friends at the US Chamber of Commerce Foundation convened over 30 regional and state business leaders to discuss the adoption and implementation of high-quality instructional materials. While faithful readers of this space know that strong curriculum is foundational to student success, it was refreshing to see such accomplished business leaders carrying that mantle. They want to ensure that momentum towards high-quality curriculum is maintained across state administrations, that teachers are supported to use the materials in classrooms, and–most importantly–that these efforts are yielding results for students as their future workers.

As one of the session presenters, I was thrilled to see business leaders wading so far into the weeds of classroom materials. As the two days unfolded, it became clear that they see the essential connection between high-quality K-12 instruction and the health of their future workforce. A recent report from the Florida Chamber Foundation, Math Matters, underscores that math proficiency is a primary predictor of student success and essential for a prosperous career in any of Florida’s top 30 in-demand jobs. 

I asked my co-presenters, Josh Parrish of the Collaborative for Student Success and Kate Sekowski of Waypoint Education Partners, for their biggest takeaways:

Josh: My biggest takeaway was hearing business leaders recognize that they aren’t observers of the education system, but participants in it. They occupy a vantage point no one else does. They see the cost of unfilled positions, the skills gaps in applicant pools, the competencies that distinguish thriving employees, and the educational changes that actually spell benefits for students and employers alike. That data–from workforce expenses to talent pipeline trends to real hiring anecdotes–is incredibly valuable. It shouldn’t live only inside HR departments or boardrooms. Education leaders, from classroom teachers to district superintendents to state policymakers, need access to that insight. When business leaders share what they are seeing clearly and consistently, they help ensure curriculum decisions are grounded not just in standards and theory, but in the realities of the regional economy. 

Kate: The business community really cares about how teachers are represented in curriculum decisions and the quality of supports they receive to implement materials. Teachers are a core part of the local workforce in their own right, in addition to their role in preparing the next generation. Business leaders recognize that when teachers have to search for their own materials because their provided curriculum is not high-quality, it’s a drain on professional productivity and student outcomes. 

For my part, a big “aha” was hearing business leaders’ desire to engage directly with curriculum providers. They wondered whether developers of instructional programs ever engage with the business community to ensure their materials are addressing the knowledge and skills students need after high school. When business leaders speak up for high-quality materials, they aren’t just supporting schools; they are protecting the talent pipeline that drives regional and state economic growth–so providers will do well to seek out their input early and often.

As we move forward, I’ll be counting business voices as critical advocates for this work. My homework assignment to readers is to do the same: reach out to your local or state chamber leaders if you’re not already in touch and investigate ways to include them in efforts to support high-quality instruction.