Opinion: Curriculum Alone Won’t Fix America’s Reading Crisis — Teachers Must Have a Say

The first day of school is a time of new beginnings, and few changes loom larger this school year than the fact that districts across the country are overhauling their approach to curriculum selection — fully embracing the science of reading .

These shifts are happening for good reason and in response to the growing recognition that evidence-based reading instruction and high-quality instructional materials play a crucial role in student literacy. A higher-quality and more coherent approach to instruction has the potential to dramatically improve student achievement .

But make no mistake: curriculum alone won’t solve the nation’s reading crisis. These shifts can work only if educators are engaged in a comprehensive adoption process and receive ongoing, high-quality professional learning .

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Districts across the country are failing to recognize the importance of strong implementation, and it’s deeply concerning. Data from Educators for Excellence’s Voices from the Classroom 2024 Survey shows that only 22% of teachers said they had a role in selecting the materials used in their school. Just 38% have received subject-based professional learning, and fewer than half receive curriculum-based professional development, despite its proven effectiveness — leading to just 1 in 4 educators saying their district has been “very effective” in helping them implement new curricular materials.

These alarming statistics likely contribute to the wide gaps between the standards-aligned materials required by districts and those used in classrooms — putting the mission of improving student literacy at risk.

Districts must take action to address these two gaps, starting with the crucial first step of including educators in their schools’ curriculum selection processes. When teachers have an active and early voice in adopting curricula , the overall quality and relevance of instructional materials are significantly improved. Furthermore, such an inclusive process improves teacher buy-in, aiding the program’s rollout and implementation.

There are a variety of ways this can be implemented. For example, in a policy paper last school year , educators proposed assembling a team of teachers and other community stakeholders to determine the metrics and parameters for curricular materials. Districts could ensure that the committee is a diverse, representative group and incorporates community feedback sessions to ensure that everyone invested in student learning has the opportunity to be heard.

It could be argued that involving educators takes too much time, especially given the urgent instructional crisis. However, urgency and collaboration aren’t mutually exclusive. It’s possible to quickly address students’ needs while keeping educators at the forefront. Excluding them or ignoring their feedback risks undermining implementation and worsening the existing instructional crisis. Engaging educators isn’t merely an optional or flattering touch; it’s an absolute necessity for ensuring success in curriculum shifts.

The second step is for districts to design and implement a multi-year implementation plan with a strong focus on high-quality, curriculum-aligned professional learning. The benefits are well documented, and a report from the Carnegie Corporation of New York showed that when teachers participated in curriculum-based professional learning, student test scores improved. This can be attributed to the fact that such training builds school leaders’ and teachers’ capacity to help diverse students access grade-level content.

Professional learning that improves instruction can be achieved in several ways. One is for districts to conduct regular audits to ensure it is aligned with and utilizes the curriculum that teachers are using in their classrooms. The same local district teams that are engaged in curriculum selection could also plan out professional learning sessions that address existing gaps. Districts could factor in feedback to ensure professional learning is tailored to diverse students, such as those who speak different languages or have varying learning styles, by equipping educators to adapt materials as needed.

It could be argued that this approach is too costly, or that a strong theoretical foundation is necessary for understanding and implementing instructional practices. While theory is important, practical application is even more essential for teachers to see real-world results. And while ongoing professional learning is costly, the return on investment is high when it results in improved student outcomes. It’s precisely why some districts are making multi-million dollar investments in it.

Whether it’s extensive survey data from educators, research, policy papers or implementation in other districts, the need for educator engagement and high-quality professional learning throughout curricular shifts is undeniable. Curriculum is just one piece of the puzzle, and districts must invest in educators and engage their school community to achieve meaningful progress toward reversing pandemic learning loss and declining reading scores .

As the new school year looms, there’s no better time for districts across the country to act upon and recognize this.