State Teacher Policy Database Homepage › Louisiana › Policy Priority: Elementary Math

High-Quality Instructional Materials

Learn more about how Louisiana is performing on High-Quality Instructional Materials in the math policy area.
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Louisiana’s Performance

Moderate
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.

Why does this matter?

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

Why does Louisiana stand out?

For over a decade, Louisiana has rigorously vetted district curricula using a three-tiered review system that assesses materials based on their alignment to state standards. Central to this process are Teacher Leader Advisors, educators across the state with a deep understanding of content standards, who not only evaluate the curricula, but also design and lead comprehensive virtual and in-person professional development programs, empowering teachers to implement high-quality instructional materials effectively. The approach seems to be paying off: 4th graders in Louisiana were top five in the nation for math growth on the 2024 NAEP. 

What are the key actions Louisiana should take?

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    See what these exemplars are doing in this policy area:

    Mississippi
    Rhode Island

    Key Resources

    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.

    Explore resource

    Professional development that delivers: discovering the keys to better math and science outcomes

    Discover which features of math and science professional development are most strongly linked to student achievement

    Explore resource

    In the eye of the beholder: What happens when teachers think the curriculum is too tough for students

    Learn how teachers' perceptions of curriculum difficulty - and the support they receive - can determine whether students get grade-level instruction.

    Explore resource

    State of the States: Five Policy Levers to Improve Math Instruction

    Explore which states are implementing policies to improve math instruction

    Explore resource
    References
    1. 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
    2. 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/

    3. 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

    4. 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

    5. 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