Curriculum Matters: Identifying High-Quality Instructional Materials

The curriculum used in classrooms can have an immense impact on student learning. Research finds that access to high-quality instructional materials (HQIM) leads to improvement in student outcomes comparable to more than half a year of additional learning. Switching to a higher-quality, standards-aligned curriculum can have a bigger impact on student learning than the difference between having a first-year teacher and one with three years of experience. 

Teachers in Massachusetts have historically had the freedom to create their own curriculum. But this structure has led to disparities in learning experiences from classroom to classroom and added to the workload of our already overburdened educators.   

In recent years, there’s been a national movement shifting toward HQIM because it is relatively cost neutral (that is, high- and low-quality curricula often have similar costs), saves teachers time and energy, and offers better learning opportunities for students.

But understanding which curriculum will best serve a classroom or school can be a challenge for educators and school leaders. While there are national organizations that review curriculum, the reviews conducted by these organizations don’t necessarily align with Massachusetts-specific standards or fully account for culturally and linguistically responsive practices.

That’s why we’ve been partnering with the Department of Elementary and Secondary Education (DESE) on the Curriculum Ratings by Teachers (CURATE) Project since 2018. Through this initiative, we convene panels of Massachusetts teachers to review and rate the quality and alignment of specific core curricular materials. Each curriculum goes through an in-depth review by Massachusetts teachers who teach in the content area and grade bands of the materials being reviewed. Every panel has representation from a diverse group of teachers with experience and expertise teaching students with a range of assets, abilities, experiences, and needs. In their review of materials, CURATE panelists pay particular attention to Massachusetts-specific standards and content priorities; support for all students, particularly those from historically underserved groups and communities; and usability for teachers. CURATE panels meet over the course of a semester to deliberate on ratings and reach consensus. 

So far, CURATE panels have produced more than 70 reports on curriculum for Math, ELA/Literacy, Science and Technology/Engineering, and Digital Literacy and Computer Science. This work not only helps educators and administrators make informed local decisions about curriculum selection, but also provides rewarding professional learning opportunities for the panelists themselves.

Our work on CURATE has led to additional curriculum review opportunities. We’ve partnered with DESE to perform baseline reviews for K-12 History Social Science Curriculum and Comprehensive Health and Physical Education Curriculum, and we are currently working on a review of Arts Curriculum across all five disciplines: visual arts, media arts, dance, music, and theatre. These reviews differ from the baseline reviews provided by national organizations like EdReports in that they look at a wider range of subject areas and put a specific focus on culturally and linguistically sustaining practices. The Rennie Center’s baseline reviews can be used as a strong foundation for curricula to undergo a more in-depth review process through CURATE.

We are also expanding this work beyond Massachusetts. Our team is currently helping the state of Maryland develop their own curriculum review process similar to CURATE, building out the recruitment, identification, and selection processes of finding educators best suited for this work, and ensuring their voices are elevated. Going forward, we are looking to support districts as they transition to HQIM through professional development and coaching. If your district is looking for support in switching to a new curriculum, please contact the Rennie Center’s Senior Manager of Academic Performance and former lead of DESE’s CURATE project, Grace Wang.