Why focus on High-Quality Curriculum Materials to improve Elementary Reading?
Curricula—often called instructional materials—are the core materials that teachers use to deliver instruction. They are designed to be used by teachers to give students access to grade-level content standards and support a coherent sequence and progression of grade-appropriate knowledge and skills. “High-quality” curricula have been vetted by the state or a designated partner against a set of standards. This process includes evidence that the curriculum aligns with the state’s student standards, helps build content knowledge, and reflects the existing body of research on reading. High-quality curricula boost student outcomes.1 In fact, the difference in impact on student learning between high- and low-quality curricula can be greater than the difference between a new teacher and one with three years of experience.2
State performance on High-Quality Curriculum Materials for Elementary Reading
Thirteen states (25%) have Strong performance in High-Quality Instructional Materials for Elementary Reading
NCTQ evaluates whether states effectively use this policy lever by examining if they require districts to select certain core curriculum materials and publish the curriculum they are using, whether they provide districts with guidance or tools to aid in the selection of high-quality supplemental materials for English Learners and struggling readers, among other criteria. Learn more.
Explore the key actions below to learn more about how each state is implementing policies to improve Elementary Reading.
Who stands out?
What are the key actions states should take?
Key Resources
State of the States 2024: Elementary Reading
Explore five policy actions states can take to strengthen implementation of the science of reading.
State Reading Policy Action Guide
Discover how states can implement and sustain strong reading instruction.
References
- Jackson, K., Makarin, A. (2018). Can online off-the-shelf lessons improve student outcomes? Evidence from a field experiment. American Economic Journal: Economic Policy, 10(3), 226-254. Retrieved from https://www.aeaweb.org/articles?id=10.1257/pol.20170211
- Kane, T. (2016). Never judge a book by its cover—use student achievement instead. Brookings. https://www.brookings.edu/articles/never-judge-a-book-by-its-cover-use-student-achievment-instead/
- U.S. Department of Education, National Center for Educational Statistics (2022). Table 203.72: Public elementary and secondary school enrollment, by locale and state: Fall 2021. Digest of Educational Statistics. https://nces.ed.gov/programs/digest/d22/tables/dt22_203.72.asp
- TNTP. (2018). The opportunity myth: What students can show us about how school is letting them down—and how to fix it. https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf