High-quality math materials hold promise for improving student learning. However, their effects depend in part on how they are implemented. Kirk Walters introduces research on how implementation shapes outcomes and what researchers are learning from schools and districts that use these materials.
A curriculum might be top-rated but not the right fit for every district. Jill Neumayer DePiper explains how evidence on student learning and understandings of classroom instruction can help leaders evaluate materials and anticipate the professional learning needed to use them effectively.
Tolleson Union High School District used findings from a comprehensive curriculum review to set priorities and develop 30-, 60-, and 90-day action plans. District and WestEd leaders reflect on the collaboration that helped them channel the review into a process of ongoing improvement.
A recent WestEd study of an elementary math curriculum found gains among students in grades 2 and 3 after 2 years of implementation, though no significant effect appeared after 1 year. Teacher interviews add context for understanding the role of sustained implementation.
Most states are not yet tracking what math curricula districts use or when adoption begins. Noman Khanani and Haiwen Chu explain why data on curriculum use and implementation are key to linking state HQIM investments to student outcomes.
Six Tennessee school districts worked together to strengthen implementation of high-quality science instructional materials. Through WestEd’s NextGenScience, district leaders are turning investments in new materials into stronger classroom practice.
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