While people may disagree over the importance of standards in driving student achievement, virtually nobody disagrees that selecting the right curriculum—one that artfully balances content and rigor and that gives teachers a clear instructional roadmap—is critical to driving student learning. In fact, research released in 2009 by Russ Whitehurst found that the most effective curricula had dramatically larger effect sizes than just about any other reform strategy.
Yet, there is a dearth of good, independent research that can help state, local, and school-level leaders determine which programs are most effective and which are most likely to meet the needs of the students they serve. That is why the results from a just-released report, published in Educational Evaluation and Policy Analysis, deserve some attention.
The study, “Large-Scale Evaluations of Curricular Effectiveness: The Case of Elementary Mathematics in Indiana,” focused on district-level curriculum adoption in the Hoosier state, mostly because Indiana is one of very few states that collects and tracks information about district-level curriculum adoption. This information allowed the researchers to investigate the relationship between curriculum and student achievement (as measured by the state’s ISTEP test).
Of course, the authors acknowledge that there are several limitations of the study, and the results don’t point to a clear “winner” or “loser” when it comes to elementary math curriculum. But, there are, in my opinion, three important take-aways.
1. States can exert enormous influence over curriculum decisions.
Every six years, the Hoosier State develops a list of “approved” programs...