RAND researchers draw on quantitative and qualitative data to investigate how English language arts (ELA) curriculum reforms in Rhode Island and Tennessee might be related to the adoption and use of standards-aligned curriculum materials and teachers’ perceptions of instructional system coherence. The researchers also explore relationships between teachers’ perceptions of coherence, schoolwide conditions, and teachers’ ELA instruction.

State Curriculum Reforms and Their Potential Contribution to Instructional System Coherence

A Case Study of Rhode Island and Tennessee

Julia H. Kaufman, Daniel Silver, Ashley Woo, Allyson D. Gittens, Morgan Polikoff, Elaine Lin Wang

ResearchPublished Sep 13, 2023

Providing clear guidance to teachers is not a straightforward task for school systems: Teachers get information about what to teach and how to teach from many sources, some of which are beyond the control of school systems. When teachers get different, even conflicting, messages about what and how to teach from various sources, they likely perceive their instructional system as lacking in coherence.

In this report, RAND researchers draw on quantitative and qualitative data to investigate the extent to which state reforms aimed at increasing adoption of, use of, and supports for standards-aligned instructional materials in Rhode Island and Tennessee relate to (1) the guidance that teachers perceive they get about what to teach and how to teach English language arts (ELA) and (2) teachers' perceptions of greater instructional system coherence. The researchers also explore relationships between teachers' perceptions of coherence, schoolwide conditions, and teachers' ELA instructional practices.

This research is intended to provide insights to state policymakers (and researchers) into how state policies and strategies are translated and implemented within schools and classrooms and what aspects of state policies could make a difference for more-coherent instructional systems. In addition, this research is intended to help district and school leaders reflect on the coherence of their systems and the steps they could potentially take to improve coherence and, thereby, support high-quality instruction.

Key Findings

  • The Rhode Island and Tennessee departments of education have recently engaged in numerous strategies intended to lead to more adoption of, use of, and supports for standards-aligned materials.
  • Rhode Island and Tennessee teachers reported high adoption and use of standards-aligned instructional materials, although more teachers in Tennessee reported getting guidance for their ELA instruction than did Rhode Island teachers and teachers across the country.
  • Teachers in both states perceived getting little guidance or support to address the needs of traditionally disadvantaged students or to address equity and diversity in their classrooms.
  • On average, teachers perceived the various components of their instructional systems as giving them more similar than dissimilar messages about their ELA instruction.
  • Researchers found mixed evidence on the relationships between teachers' perceptions of coherence and other factors that they hypothesized to be related to coherence.

Recommendations

  • States and districts should keep in mind that adoption of high-quality instructional materials is likely just a first step toward more-coherent instructional systems; more supports and guidance are necessary to create coherence and improve instruction.
  • States and districts could specifically consider how to better tie evaluation and assessment systems to curriculum adoption.
  • States and districts should consider how to provide teachers with more guidance for serving students with diverse needs.
  • In areas in which states are not providing adequate guidance, districts should strive to fill in those guidance gaps. In some instances, the extent to which districts can encourage coherence might be out of their hands, but districts still have an obligation to consider whether their teachers are getting adequate and clear messages about what to teach and how to teach it.

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Kaufman, Julia H., Daniel Silver, Ashley Woo, Allyson D. Gittens, Morgan Polikoff, and Elaine Lin Wang, State Curriculum Reforms and Their Potential Contribution to Instructional System Coherence: A Case Study of Rhode Island and Tennessee. Santa Monica, CA: RAND Corporation, 2023. https://www.rand.org/pubs/research_reports/RRA279-4.html.
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This report is based on research funded by the Bill & Melinda Gates Foundation and was undertaken by RAND Education and Labor.

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