![]() ![]() And the perceived quality of this professional learning was low. Less than a tenth of teachers (9.8 percent) received more than twenty hours of professional learning. Another 37.7 percent received just one to five hours. Here was another cause for concern, as 22.8 percent of teachers reported receiving no professional learning on how to implement classroom materials. Of course, HQIM might not be effective if teachers are not properly trained to use them. In a nation where education falls under the responsibility of state and local governments, the barriers to adopting HQIM are many and diverse. And there might be some unlucky educators who teach subjects for which there are state standards but no aligned curricula on the market. ![]() Some districts are in “state adoption” locations, meaning that there is no local control over classroom materials. Even if standards exist for ELA and Mathematics, they might not for science, history, and other subjects. Not all states have adopted learning standards, making standards-aligned curricula moot. There are other obstacles to the implementation of HQIM not mentioned by the report. That was less than the percentage of teachers (43.7 percent) who reported their principal telling them to use “whatever materials they thought best.” Only 1.3 percent of teachers said it was “not important” at all.Īside from their availability, what other factors could be holding teachers back from using HQIM? Leadership matters: Less than half (41.9 percent) of teachers reported that their school principal encouraged them to use recommended or required materials. The vast majority of teachers (73.3 percent) stated that it was “extremely important” that they use materials that are standards-aligned, and another 20.9 percent said it was “somewhat” important. In fact, a clear majority of high school teachers (63.6 percent) reported using “unrelated materials.”īut these figures did not represent educators’ views of HQIM. Less than half (44.9 percent) of elementary school teachers reported using at least one standards-aligned material per week in mathematics, but that was more than double the percentage of high school teachers who reported doing so (21.3 percent). These findings varied across grades levels, and students were less likely to be taught with HQIM as they matriculated. As low as those figures were, they still represented improvements from 2018 (14.8 percent and 30.2 percent, respectively). Only 25.6 percent of teachers reported using materials from at least one aligned curriculum per week in ELA in 2021. The availability of HQIM obviously limits their use in the classroom. (Pre-pandemic-i.e., in 2018-it was 48 percent.) The situation was worse in mathematics: 44 percent of available materials were standards-aligned (up from 31 percent in 2018). EdReports finds that barely half (51 percent) of available English language arts materials on the market in 2021 met expectations for standards alignment. Why the gap? The first issue is availability of HQIM, which are defined as being aligned to state standards. It shows that, while teachers broadly recognize the importance of HQIM, adoption in the classroom has lagged behind that recognition. ![]() “ State of the Instructional Materials Market 2021: The Availability and Use of Aligned Materials” combines EdReports’s reviews, copyright dates, and data from the RAND Corporation’s American Instructional Resources Survey on curriculum use. More than ever, high-quality instructional materials (HQIM) are needed in the classroom to get kids back on track.ĮdReports-a nonprofit organization that evaluates K–12 curricula-has released a new report that looks at the use of HQIM in the classroom. Student achievement-already below expectations before the pandemic- has dropped to crisis levels. We know that most American students are suffering from unprecedented learning loss. ![]()
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