The ways that educators, administrators, researchers and advocates, or policymakers discuss “curriculum” can be different depending on their goals or location. At CurriculumHQ, we refer to high-quality instructional materials - or “curriculum” more casually - as strong, engaging resources and approaches for teaching and learning that are intentionally incorporated into a school’s instructional system and reinforced by high-quality professional development for educators.
Aligned to a state’s academic standards and informed by embedded assessments to monitor progress.
Endorsed by educators and supported by training for teachers and families.
Centered on equity and adaptability for all learners and environments (including virtual).
Aligned to the high-quality curriculum materials in use in a classroom, school, or district.
Driven by educators and supported by instructional coaches, curriculum experts, and administrators.
Sustained over time so that educators can consistently refine and improve instruction.
We know from research that teachers are among the most critical determinants of student progress. High-quality instructional materials — and the aligned, curriculum-based professional development that should accompany them — are key tools with which every teacher should be equipped and empowered.
The Buy-the-Book teacher uses a single curriculum that is not self-created, mostly as written. Specifically, this teacher reports making modifications to less than half of their lessons.
Research shows that only about one-third of teachers are By-the-Book Teachers, and they are significantly more likely to be math teachers and also more likely to be elementary teachers.
Modifiers use a single curriculum that is not self-created but make considerable modifications. Research shows that approximately one in five teachers are Modifiers and are more likely to be math teachers than ELA teachers, with little variation by grade level.
Nearly all Modifiers (94%) reported skipping, modifying, or supplementing their main curriculum at least once per week to better address students’ learning needs on the basis of their test scores.
The Cobbler stitches together multiple comprehensive curricula that are not self-created. Research shows that this is the most common type of teacher, making up nearly 40% of the sample.
Cobblers might be the most prevalent type of teacher profile because schools or districts provide multiple curricula or because teachers bring together multiple curricula on their own. ELA teachers are more likely to be Cobblers than teachers of other subjects, possibly because the subject requires reading longer texts alongside foundational reading instruction and writing. Middle school teachers were also most likely to be Cobblers.
Interestingly, Cobblers are the most likely of all Teacher Profiles to report using at least one standards-aligned curriculum (22%). However, this higher figure is largely because Cobblers use more curricula in general.
DIY teachers primarily use self-created materials. This encompasses using a single, self-created curriculum or using multiple existing materials but using a self-created curriculum as a primary curriculum.
Research shows that 19% of teachers are DIY teachers. They are more likely to teach science and ELA than mathematics, and more likely to be high school teachers. This might be because ELA and science teachers may have more freedom to create their own curricula than math teachers, and at the high school level, teachers tend to focus on one subject area, so they might feel more comfortable diverging from published curricula, given their potential greater expertise.
State and district leaders should expect to encounter all of these types of teachers in their schools. However, teachers do not decide which materials to use in a vacuum: aspects of instructional systems likely shape the decisions teachers make about what materials to use and how to use them.
For this reason, state and district leaders must consider how to create systems that encourage all types of teachers to use high-quality materials. Here are a few takeaways on curriculum implementation that leaders should consider:
Most teachers use multiple curricula, make substantial modifications, or create their own curriculum. This process is likely more time-consuming than using a single curriculum as written. State and district leaders should work to provide teachers with adequate time to pull together high-quality materials, as well as provide opportunities for teachers to collaborate and share effective materials.
Teachers are more likely to decrease the cognitive demand or rigor of curriculum tasks when they modify tasks or select their own materials. State and district leaders should understand that most teachers are unlikely to use the adopted curriculum exactly as written and help teachers identify the most crucial aspects of curriculum programs that should be preserved and support them to deliver those components.
The majority of teachers use digital and intervention materials as supplements. Leaders should anticipate this and provide guidance to teachers on how to identify high-quality supplemental materials.
States, districts, and schools each have important roles to play in ensuring the best instructional materials make it into classrooms, from early identification to selection and adoption to long-term implementation.
This tool describes examples of the ways states, districts, and schools can intentionally strengthen instructional materials strategies.
Additionally, explore the CurriculumHQ State Curriculum Action Map for up-to-date information on states’ efforts to advance the use of strong materials.
The state’s role in curriculum adoption and implementation varies. At a minimum, all states set academic standards, and they can also create requirements or guidance around curriculum, instruction, and professional learning. To encourage districts to adopt high-quality instructional materials and professional learning, states can:
Review and create lists of recommended high-quality materials
Negotiate a deal to reduce the cost of high-quality materials for districts in the state
Collect and report statewide data on program usage
Champion the role and importance of high-quality instructional materials
Identify, collect, and amplify stories of high-quality instructional materials use and success
The school district typically serves as the center of the curriculum adoption and implementation process. Districts are often responsible for the identification, review, and selection of subject-specific programs and curricula to meet state academic standards. To make strong selection decisions and to support schools in implementing chosen materials, districts can:
Refer to and disseminate state-level guidance or incentives on curriculum selection
Convene expert educators district-wide to identify and review materials options
Lead or support curriculum-based professional learning opportunities for educators
Leverage curriculum and instructional coaches to support educators
Schools are responsible for implementing and ensuring the use of high-quality instructional materials in classrooms, while also meeting the diverse needs of their students, educators, and community. Success at the school level is dependent on consistently identifying areas of need, refining practices and procedures, and leveraging partners and resources.
Identify state and district supports, resources, or incentives that can aid in school-level curriculum implementation
Identify areas of need or gaps in the current curriculum and relay to district officials
Facilitate professional learning communities among educators to consistently evaluate and refine instructional practice
Facilitate, coordinate, or deliver curriculum-based professional learning and coaching
Alongside the district, communicate with parents about their child’s instructional needs and appropriate curriculum decisions
All states can and should play a role in ensuring teachers and students have access to high-quality instructional materials. These case studies spotlight how state leaders have acted on their commitment to high-quality curriculum while tailoring their approach to their unique local their contexts.
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TennesseeThe State Textbook and Instructional Materials Quality Commission oversees textbook reviews. It works with the Tennessee Department of Education (TDOE) to develop its review process and scoring tools, and it hires a team of Tennessee educators to conduct the reviews. Then, the reviews are sent to the State Board of Education to approve textbooks and other instructional materials.
The TDOE helps districts adopt and implement
support for high-quality materials by:
Results: As of 2021,
Note on timeline: Tennessee joined the IMPD Network in 2017.
LouisianaThe state’s Instructional Materials Review process reviews curriculum materials and rates them as Tier 1 (high-quality), Tier 2 (approaching quality), or Tier 3 (not representing quality). The reviews are published on the state’s website. Louisiana also developed its own Tier 1 curricula, the ELA Guidebooks, which are used widely throughout the state.
The LDOE helps districts adopt and implement
support for high-quality materials by:
Results: As of 2021,
Note on timeline: Louisiana joined the IMPD Network in 2020.
MassachusettsThe Massachusetts Department of Elementary and Secondary Education (DESE) developed CURATE (CUrriculum RAtings by TEachers), which draws on EdReports and the findings of a panel of teachers who review and rate evidence of quality and standards alignment in curriculum.
The MA DESE helps districts adopt and implement
support for high-quality materials by:
Results: As of 2021,
Note on timeline: Massachusetts joined the IMPD Network in 2017.
New MexicoThe New Mexico Public Education Department (PED)’s high-quality instructional materials reviews are conducted by trained New Mexico educators and are published on the PED website to signal the quality of materials. Once a curriculum is added to the state-approved list, the state enters into a contract with publishers of those materials so that districts can avoid time-consuming local procurement processes.
The NM PED helps districts adopt and implement
support for high-quality materials by:
Results: As of 2021,
Note on timeline: New Mexico joined the IMPD Network in 2017.
