![]() 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. Although the majority of elements from the CCCs and SEPs are addressed, there are missed opportunities for the materials to incorporate elements from seven SEPs and two CCCs.We know that most American students are suffering from unprecedented learning loss. In terms of the scope, all grade-band DCIs, NOS, and ENG are incorporated with few DCI elements missing. They present a coherent structure and sequence of units, but an increased sophistication of tasks and explicit connections of dimensions from unit to unit are missed opportunities. Gateway 2: Coherence & Scope Criterion 1: Coherence and Full Scope of the Three Dimensions, the materials partially meet expectations. The materials have some missed opportunities to elicit prior knowledge and experiences and to drive learning in more lessons via phenomena and problems however, anchor phenomena are embedded to drive student sensemaking across multiple lessons. Criterion 2: Phenomena and Problems Drive Learning meets expectations. Gateway 1: Designed for NGSS Criterion 1: Three-Dimensional Learning partially meets expectations: the materials are designed to provide three-dimensional learning opportunities, but not all unit objectives are addressed by the summative assessments. ![]() The instructional materials reviewed for Grades 6-8 partially meet expectations for Alignment to NGSS, Gateways 1 and 2. ![]()
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