Good news—the use of high-quality curriculum is expanding across subjects.
From 2025 to 2026, the percent of districts using strong materials in at least one grade band grew 20% in English language arts (52% to 72%), 10% in math (61% to 71%), and 4% in science (17% to 21%). But as this latest data from Rivet Education’s latest report, The Supply and Demand of Curriculum-Based Professional Learning 2026 highlights, the materials are just the launching pad. The real magic happens when we invest in our teachers during implementation.
The report reinforces that curriculum-aligned professional learning transforms instructional quality. The report cites RAND data showing that when teachers spend at least three-quarters of their coaching time anchored directly in their adopted materials, their confidence skyrockets. 92% of them agree that targeted support helps them use their materials more effectively to meet student needs. But right now, over half of all teachers surveyed by RAND report they have never received coaching focused specifically on their adopted materials. This isn’t because it’s impossible, 29% of leaders surveyed by Rivet said a monthly routine of observations and coaching focused on curriculum implementation was already happening and a further 35% of system leaders said that establishing such a routine would be highly feasible with minimal changes.
Leaders can look at states like Kentucky, Ohio, or Tennessee to see how systems can collect data and adjust state support accordingly. But states often lack capacity to provide meaningful, direct support to districts and schools at scale. As I’ve written about before, it takes a village to support strong adoption and implementation.
Rivet’s findings show that once a publisher sets the foundation for new materials in year one, the heavy lifting of long-term support is largely carried by dedicated in-house champions, including school-based content leaders (82%) and professional learning leaders or administration (74%). To set these local leaders up for success, districts need to provide specialized, product-specific training––this is where external providers can support. In its survey of educational leaders, Rivet found that the support districts seek from external providers is doing just that – setting the system up for independent success, long term. Districts commonly sought services related to train-the-trainer support, leadership training, and assistance with implementation coherence, in addition to more traditional topics such as instructional coaching. This year, providers also stated that the demand for coaching has increased, surpassing workshops as the most-requested form of professional learning.
Rivet’s Professional Learning Partner Guide helps system leaders identify the right high-quality professional learning opportunities for their needs. Other partners like EdReports, the Center for Education Market Dynamics, TNTP, Instruction Partners, the National Institute for Excellence in Teaching have important roles to play in supporting states – and resources like Rivet’s report offer insights into how external providers can bring their expertise to the table.
These new findings from Rivet provide a roadmap to move professional learning away from one-size-fits-all workshops and towards job-embedded support for teachers and continuous improvement strategies for leaders. More states can answer this call through intentional partnerships.