Ohio's Performance
Strong
Why does this matter?
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
Why does Ohio stand out?
Ohio requires districts to select reading core curricula materials from an identified list. The state also provides guidance and/or evaluation tools to districts to aid in the selection of high-quality supplemental materials for both English Learners and struggling readers. Ohio also allocates funds for reading curriculum materials.
Ohio recently passed a law to require the Department of Education to create a list for districts to use to purchase high-quality reading curricula and evidence-based reading intervention programs. The Ohio General Assembly also allocated $64 million dollars to aid districts in this transition for buying materials and supporting professional learning for teachers.
What are the key actions Ohio should take?
See what these exemplars are doing in this policy area:
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
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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