In American schools, teachers have a significant responsibility for determining what and how students learn. They often invest considerable effort in researching and developing their own instructional materials. In addition, many teachers supplement district-mandated materials with content obtained from the Internet. Both of these things inevitably lead to variability in educational quality and consistency. This approach is also time-consuming, Teachers spend an average of seven hours per week searching and five hours creating materials..
Recognizing these challenges, many states and school districts across the United States are increasingly prioritizing the adoption of high-quality instructional materials (HQIM) to support teachers and improve student learning outcomes. This shift is part of a broader effort to align with practices seen in high-performing countries such as Finland, South Korea, and Canada, which employ rigorous, content-rich curricula at the national or provincial level, contributing to strong student performance.
HQIM may seem like a vague term or even a marketing phrase, but it is surprisingly well defined. According to Ed ReportsA leading curriculum reviewer, HQIMs share several key characteristics: alignment to standards, evidence-based pedagogical approaches, a commitment to equity and inclusion, and comprehensive teacher support, including both initial training and ongoing professional development.
Fundamental role
American studies reinforce the idea that our students would benefit from greater access to HQIM. Research indicates that Choice of ELA, math, and science programs has marked effects on assessment scoresand other studies suggest that The most dramatic impact of HQIMs occurs when they are placed in the hands of less experienced teachers.Many districts across the United States have successfully implemented HQIM and reported improvements in student performance; Louisiana and Tennessee have made significant progress in adopting HQIM and have achieved near-universal access to high-quality curricula in mathematics and ELA.
Recognizing the importance of curriculum to student success, demand for HQIM has increased, leading states and districts to prioritize these tools. Imagine learning Has developed a portfolio of core programs, including Imagine learning EL education, Imagine IM, Twig Science and crosswhich aim to exemplify the principles of HQIM. These programs focus on enhancing the experience of teachers and students through inquiry-based learning, hands-on activities, digital investigations, and real-world connections.
Guiding principles
Through collaboration with multiple states and districts and rigorous evaluation by independent evaluators, Imagine Learning has developed an approach to HQIM based on six guiding principles:
- Standards alignment: Meticulously crafted curricula aligned to state and national standards.
- Best Practice Pedagogy: Research-backed teaching methods and strategies to promote student engagement and understanding.
- Equity and inclusion: Diverse perspectives and resources to meet the needs of all students.
- Teachers and students experience: Intuitive and easy-to-implement curricula that facilitate enriching learning experiences.
- Measuring student learning: Comprehensive tools to track growth and personalize instruction to individual needs.
- Professional learning: Ongoing support and training opportunities to help teachers hone their skills and practices.
Saving teachers time is certainly a big part of HQIMs’ appeal. As one social studies teacher said about Traverse: “It’s so valuable because of the sources that have been selected. Most of them are really good quality and they’ve already been narrowed down. I think that’s incredibly important, not only for engaging students, but also for saving teachers time. It takes teachers an incredibly long time to find sources.”
Professional learning
The final principle, professional learning, is crucial. It is not enough to simply provide high-quality resources; teachers also need support to use them effectively. To maximize the impact of HQIM, it is essential to combine these materials with in-program teacher support, implementation guidance, and ongoing professional learning. Schools benefit from comprehensive professional learning offerings that are based on the pedagogical principles of the core products, incorporating authentic demonstrations, meaningful collaboration, and structured planning. For example, after implementing Imagine IM in a Colorado school, the principal noted, “We did that first training the first year[with Imagine Learning]and our teachers wanted more and more. And each time we give them a little bit more, they continue to grow and add to what they received in previous professional development.”
Equally important is the way HQIMs can help create equitable and inclusive learning environments where all students can access rigorous, standards-aligned content. This consistency is crucial to mitigating the “educational lottery,” where student success is often dependent on their learning environment. High-quality, standardized, yet differentiated content ensures that every student receives grade-appropriate assignments and high expectations, fostering academic growth and closing achievement gaps. Diverse perspectives within curricula can also promote inclusion, enrich classroom discussions, and broaden understanding of different cultures and viewpoints. Following the implementation of Imagine Learning EL Education at her school, one school counselor reported to us, “Students feel like, ‘Hey, I can learn from this because that person looks like me or that person acts like me. ’ It’s amazing for them. They feel included and like they are part of the story, which influences their love of reading and storytelling, and desire to learn more.”
Strengthening the role of the teacher
The goal of HQIMs is not to diminish the role of the teacher, but to enhance it. Research indicates that while teacher quality is critical to student achievement, the choice of instructional materials has an equally significant impact. Adopting HQIMs is a cost-effective strategy for improving educational outcomes compared to other reforms, such as reducing class size. HQIMs provide a robust framework to help teachers deliver effective and engaging lessons. These materials free teachers from the task of developing content from scratch, allowing them to focus on pedagogy and personalized support for students. By ensuring that all students receive consistent, high-quality content, HQIMs enable teachers to maximize their impact. As states and districts continue to adopt high-quality instructional materials, we expect to see more students reaching their full potential and more teachers empowered to excel.
