Why focus on High-Quality Curriculum Materials to improve Elementary Math?
High-quality instructional materials (HQIM), or curricula, describe what and how teachers should teach, guiding both teachers and students through the learning process. While each state may establish different parameters for what makes a curriculum “high quality,” in general, HQIM align to academic standards and are evidence-based and content-rich to support teachers in planning and assessing student learning. HQIM build foundational conceptual understanding, procedural fluency, and practical application of mathematics, enabling teachers to focus on deep, interactive learning rather than scrambling for resources or piecing together lessons. HQIM also provide tools to differentiate instruction and effectively address diverse learner needs. 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 Curriculum Materials for Elementary Math
Two states (4%) have Strong performance in High-Quality Instructional Materials for Elementary Math
NCTQ evaluates whether states effectively use this policy lever by examining (1) if they require districts to select certain core curriculum materials and publish the curricula they are using, (2) whether they provide districts with guidance or tools to aid in the selection of high-quality materials, and (3) whether the state financially supports the transition to better curricula. Learn more.
Who stands out?
What are the key actions states should take?
Key Resources
State of the States: Five Policy Levers to Improve Math Instruction
Explore which states are implementing policies to improve math instruction
Teacher Prep Review: Solving for Math Success
Read more about the performance of over 1,100 elementary teacher preparation programs in preparing educators to teach math.
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/
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Calculation based on the share of students attending public elementary and secondary schools in all states except Nevada, Tennessee, South Carolina, and Rhode Island, which require districts to select math curricula from an approved list. Enrollment data sourced from: U.S. Department of Education, National Center for Education Statistics. (2022). Table 203.72: Public elementary and secondary school enrollment, by locale and state: Fall 2021. Digest of Education Statistics. https://nces.ed.gov/programs/digest/d22/tables/dt22_203.72.asp
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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
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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