Re-Envisioning Early Literacy for Equity: Universal Access to High-Quality Curricular Resources in Chicago Schools

• In Event: Roads to Recovery: State and District Approaches to Post-Pandemic Education Renewal

Abstract

The UChicago Consortium and Chicago Public Schools have partnered to study CPS’ efforts to accelerate literacy learning in grades K-2 through investment in high-quality instructional materials and professional learning, an initiative called “Skyline.” Launched in AY2021-22, Skyline encompasses comprehensive, culturally-relevant, standards-aligned instructional materials, assessments, and embedded professional learning for teachers. While available to all CPS teachers, adoption of Skyline remains optional. Drawing on teacher interviews and teacher survey responses, this paper explores teachers’ experiences and engagement with the Skyline curriculum.

Perspectives
Prior research finds that strategies aimed at learning acceleration via expanded access to high-quality, grade-level content and effective instruction lead to larger learning gains than those focused on remediation. Yet access to high-quality instructional materials varies widely across schools. In a 2019 survey of CPS teachers, roughly half indicated their schools did not provide curriculum for the subject(s) they taught and most spent considerable time searching for instructional materials. In light of the pandemic's disproportionate impact on disadvantaged communities and young learners, CPS prioritized Skyline as a key element in pandemic recovery efforts, to address resource disparities and promote equitable access.

Methods
Interviews with principals and teachers in six Skyline-adopting schools, combined with descriptive analyses of 904 K-2 teacher survey responses provide insight into educators’ experiences with Skyline curricular and professional learning resources.

Results
Staff in Skyline-adopting schools underscored the potential for standardized curriculum to reduce disparities in access to standards-aligned instruction across schools, though most schools had yet to fully implement Skyline. Schools with greater access to paid curricular resources integrated Skyline resources more selectively, as did veteran teachers across schools. Conversely, schools that previously relied on teacher-created materials reported more extensive adoption of Skyline resources. Teachers new to primary grades characterized Skyline as a useful resource and utilized more of the curricular components than their peers. Many users cited technical issues with the Skyline’s digital ecosystem as a barrier to engagement. Instructional leaders’ investment and involvement in Skyline adoption influenced the allocation of personnel resources and external support to implementation.

Survey responses corroborate that full-scale Skyline adoption was limited among elementary ELA teachers. Of 904 K-2 survey respondents, only 42% reported using Skyline materials at least some of the time; of this group, only 11% reported relying exclusively or almost exclusively on Skyline materials. Nevertheless, responses suggest Skyline materials meet many of the goals the district sought to achieve in launching the curriculum. Extensive Skyline users were much more likely to say their ELA materials were “highly reflective of (their) students’ cultural backgrounds” than limited/non-users (45% compared to 32%); they also reported spending less time searching for and modifying instructional materials each week than limited/non-adopters. Extensive Skyline users, however, were more likely than others to describe their instructional materials as “too challenging” for their students (40% vs. 10%).

Significance
Findings from this study will inform continuous improvement and continued scaling of the Skyline ELA curriculum in CPS. Evidence suggests that universal, no-cost access to high-quality, standards-aligned curriculum can positively influence teachers’ instructional planning, particularly in less-resourced schools.

Authors

• Laura Davis, UChicago Consortium on School Research

• Julia A. Gwynne, UChicago Consortium on School Research

• Elaine M. Allensworth, University of Chicago