State curriculum data powers improvement

With many states making big policy bets on high-quality curriculum and teacher training, it’s easy to wonder whether these investments of time and resources are paying off. It’s harder to determine the answer.

While state data on usage and impact of instructional materials and aligned professional learning is essential for supporting classroom instruction, this is one piece of the puzzle that many states leave out. To help share what is available, the team at CurriculumHQ has expanded our 50-state map to include data about curriculum adoption and usage. We’ve found some form of data available for 23 states – and two have shared recent updates: Tennessee and Kentucky.

The Tennessee Educator Survey is a standout example of state data because of the breadth and depth it captures, with a focus on teacher input. This annual, voluntary survey probes whether teacher training is aligned to adopted instructional materials, whether it improves practice, and whether teachers feel prepared to use the curriculum effectively. It also gathers information on how closely teachers are adhering to district-provided materials and whether they feel able to deliver high-quality lessons as designed. I’ve highlighted their results in the past (see here and here) – and this year’s data adds to Tennessee’s good news story:

Teachers across subjects remain supportive of the professional learning opportunities presented to them, with 88% reporting their PD is closely aligned to the instructional materials that have been adopted by their district. 84% said the training has led to improvements in their teaching frequently or sometimes.
The majority of ELA teachers stick to the curriculum provided and feel prepared to use it effectively – which says a lot. Only 4% report primarily creating or using a different curriculum than the provided one and 81% say they have received adequate training to use the ELA curriculum effectively – up from 66% in 2020.
Most math teachers are confident that they can deliver high-quality lessons using the curriculum as designed. The state is making real progress here, with 74% saying they are able to deliver high-quality lessons by using the math curriculum, up from 58% in 2023 – and only 6% reporting primarily creating or using a different curriculum.

Collecting data across these dimensions gives state leaders a more nuanced picture and allows Tennessee to adjust professional learning, strengthen implementation supports, and connect the dots to student outcomes over time.

I’m glad to see that state data on satisfaction with and usage of instructional materials and professional learning is becoming more common. Across the border in Kentucky, leaders partnered with the technology and consulting firm ICF to conduct and analyze surveys, focus groups, and observations to gauge the impact of educator training provided through Kentucky’s Read to Succeed Act. The first year of the study provides valuable data about how educators implement what they learned from the provided professional development. While the second annual report has not yet been published, ICF reports that 96% of Kentucky public school districts had educators participate in literacy training – so this is one to watch.

Without clear, consistent data on curriculum adoption and use, states can’t know whether their policy bets are paying off. Gathering this information isn’t just about monitoring programs — it’s about creating a feedback loop that links high-quality instructional materials, aligned professional learning, and student outcomes. I’m hopeful that more states will follow Tennessee and Kentucky’s lead. Stay tuned to this space for an announcement about a fall webinar on the state of state curriculum data, too!

Jocelyn Pickford is an education policy and communications specialist focusing on understanding and promoting practitioner-informed public policy across the private, public and non-profit sectors as a Partner with Waypoint Education Partners. She began her career in education as a high school English teacher in a regular and special education inclusion classroom and is now a public school parent and recent member of her local district school board. Previously, Jocelyn led the design, launch and implementation of the Teaching Ambassador Fellowship at the U.S. Department of Education to integrate teachers into the national education policy dialogue.

Jocelyn’s passion for her work was seeded during her own public school education and took root during her classroom teaching experience in Fairfax County, Virginia, where she led action research and presented instructional materials to a variety of audiences. Jocelyn earned her bachelor’s degree from Trinity College (CT), working as a professional writer and editor prior to becoming a teacher, and obtained her master’s in secondary education from George Washington University. Jocelyn lives outside Philadelphia with her husband and two children.