EdReports: A Key Tool in a Comprehensive Curriculum Strategy

EdReports’ latest State of the Instructional Materials Market study found that only 35% of ELA teachers, 51% of math teachers, and 6% of science teachers use quality-aligned curriculum at least once a week. The way materials are chosen and implemented can determine whether they sit unused or become powerful tools for student learning.

Over the past decade, EdReports has partnered with dozens of states and districts committed to providing teachers and students with high-quality instructional materials (HQIM). These partnerships span diverse school systems, yet all share a dedication to ensuring great content reaches classrooms.

The Importance of a Comprehensive Selection Process

The best adoption practices rely on multiple measures, not a single resource. A robust selection process:

• Centers teachers in decision-making.
• Aligns to data and an instructional vision.
• Prioritizes both academic standards and local needs.
• Engages multiple stakeholders.
• Includes ongoing implementation support.

Many states and districts integrate EdReports reviews within a larger selection strategy. In Wisconsin, districts used EdReports to prepare for in-depth publisher discussions. Baltimore leveraged EdReports criteria to narrow curriculum options while incorporating family and community input. In Fife, Washington, leaders combined EdReports insights with teacher surveys to develop customized selection criteria.

Spotlight: Rhode Island’s Comprehensive Approach to HQIM

Rhode Island exemplifies two key principles:

1. Independent curriculum reviews are just one component of a strong selection process.
2. States must signal why HQIM matters and provide districts with guidance on selection and implementation.

In 2017, the Rhode Island Department of Education (RIDE) revamped its curriculum selection approach to emphasize the importance of HQIM. EdReports trained district leaders on how to assess materials using its review tools.

By 2018–19, RIDE facilitated learning cohorts where district representatives developed comprehensive selection processes. These cohorts engaged teachers, incorporated district priorities, and used EdReports reviews as an initial quality check.

Beyond the Reviews

EdReports reviews were a key resource for Rhode Island, but the state recognized that selection alone wouldn’t ensure impact. In 2018, RIDE surveyed districts to understand what ELA, math, and science curricula were in use. This data helped coordinate targeted support.

In 2019, Rhode Island passed legislation requiring all districts to adopt HQIM, including materials that support culturally responsive education and multilingual learners. The state developed additional evaluation criteria, incorporated HQIM into professional development, and reinforced the importance of implementation support.

Recognizing the role of materials in literacy development, RIDE expanded its efforts in 2022 to review widely used literacy programs across the state.

Rhode Island’s Holistic Approach to HQIM

1. Define what quality looks like
RIDE established a statewide definition of HQIM, integrating EdReports criteria (alignment to standards, student/teacher supports) with state-specific priorities such as multilingual learner accommodations and culturally sustaining education. Training and resources help districts apply these criteria in selection.

2. Support comprehensive selection processes
RIDE brought together district cohorts to develop strong adoption strategies. These teams used EdReports reviews and state criteria to refine options while centering teacher voice, instructional vision, and local priorities.

3. Incentivize curriculum use
In 2019, Rhode Island mandated HQIM adoption. To support compliance, RIDE created a state-approved curriculum list that aligns with EdReports and state criteria, ensuring districts have vetted, high-quality choices.

4. Provide professional learning and resources
Since 2017, RIDE has invested in training educators on HQIM selection, quality indicators, and comprehensive adoption strategies. Ongoing professional learning ensures materials are implemented effectively.

As Angelica Infante-Green, Rhode Island Commissioner of Elementary and Secondary Education, shared in the webinar, 2024 Nation’s Report Card: Reflecting on the Results: "One of the things we did was adopt a high-quality curriculum. We have a list that districts can purchase from. We spent the whole year with them, really looking at the high-quality materials, which ones make sense for their school districts. And as we looked at literacy, we really were looking at a curriculum that did have the science of reading already in it. ... We made sure that all the curriculum were aligned to our curriculum frameworks, academic standards, and we looked at our assessments to do that kind of work. But what we found is fidelity in implementation needs to continue to be stressed." 

The Power to Drive Meaningful Change

Rhode Island’s commitment to HQIM is delivering results. The increase in student access to high-quality materials is striking:

• ELA: +128% for elementary students, +235% for middle schoolers, +697% for high schoolers.
• Math: +40% for elementary students, +832% for middle schoolers, +454% for high schoolers.

These improvements are especially impactful for students of color and those from low-income backgrounds.

Rhode Island’s success underscores EdReports’ role as a starting point in the journey toward student impact. By defining quality, supporting robust selection processes, and reinforcing curriculum use with professional learning, states and districts can drive lasting change in classrooms nationwide.