How Equitable Is Access to Standards-Aligned Curriculum?

• In Event: Facets of Equitable Policies and Programs

Abstract

These research findings suggest teachers serving higher proportions of historically marginalized students are gaining access to aligned curriculum at rates consistent with their counterparts serving less-disadvantaged populations. However, teachers serving higher proportions of historically marginalized students appear to distribute larger portions of their instructional time to other curricular titles and digital supplemental programs. This provokes the need for further study on how work demands vary among teacher, the decision-making processes they go through on determining which materials to use when and with whom, and how schools and districts can support teachers in this process. Additional learning in this area can further aims of achieving greater educational equity among all students.

Authors

• Mark LaVenia, EdReports

• Lauren Weisskirk, EdReports

• Julia Heath Kaufman, RAND Corporation