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December 17, 2025: Closing Out 2025: Reflections From CEMD
This week's Market Insights is a note from our Executive Director, who talks about closing out 2025 and shares reflections from CEMD.
The Center for Education Market Dynamics • December 17, 2025
Curriculum decisions aren’t abstract. They shape what teaching and learning look like in classrooms every single day.
This week’s Market Insights is a note from our Executive Director, who talks about closing out 2025 and shares reflections from CEMD. Newsletter highlights include:
Team CEMD Reflections on the Highlights of 2025
Shari Meffert, Director of Data Operations:
“An exciting part of this year was expanding our data collection in a big way. We grew our dataset to include nearly 3,000 districts, and have a goal of reaching 5,000 districts next year. This expansion will give us the clearest and most comprehensive look at the math, ELA, and science landscapes that impact at least 50% of students in every state and almost 70% of all students nationwide. Better data leads to better decisions and CEMD data insights are a critical part of that.”
Katie Dombrowski, Director of Marketing and Communications:
“I’m really proud of our focus on making sure leaders could find and use CEMD insights when they needed them. That looked like publishing dozens of resources, hosting conversations with peer organizations, and collaborating with partners to create spaces where shared information could travel further than doing it alone. Seeing nearly 1,000 new readers engage with CEMD research this year reminded me how much clear, accessible information can genuinely support better decision-making.”
David Ahmadi, Director of Data and Technology:
“Throughout the year we worked with several State Education Agency teams as they built or refined systems to elevate high-quality instructional materials. Each project surfaced a similar challenge: how do we make information transparent, usable, and equitable at scale? Co-building solutions alongside those states, with the goal of improving the classroom experience for every student, was a true bright spot for me.”
Adam Erler, Data Analyst:
“As a data-minded person, a significantly enjoyable part of my first year here was seeing our information and insights land in the hands of stakeholders. Meeting with university experts, speaking with partners to help inform their analyses, and connecting with state teams in planning conversations was a highlight. Knowing that what starts out as rows and columns on a spreadsheet is informing people to ask better questions to meet the needs of students everywhere is easily the biggest reward of this work.”
Kainat Puetz, Director of Finance & Administration:
“A highlight for me was our focus on preparing CEMD to grow responsibly. We strengthened internal systems, planned for growth, and supported deeper partnerships to extend our impact across the field. Because of that groundwork, we’re entering 2026 ready to expand into new domains like science and professional learning and bring new tools and research to life.”
Meg Johnson, Chief Operating Officer:
“This year marked an important step in growing our data and research teams, allowing us to deepen both our expertise and our capacity. Looking ahead, as we add several new roles, our focus remains on building long-term expertise that compounds over time and strengthens our ability to drive impact.”
Diane Pincus, Product Information Specialist:
“I spend a lot of time deep in our data: building new frameworks and taxonomies, piloting datasets, and exploring the curriculum market. What’s stood out to me this year is how clearly that data reflects the real people behind curriculum decisions. Every district conversation made clear how much care and behind-the-scenes work goes into curriculum selection. Sharing those stories helps other leaders see themselves in the data, and imagine what’s possible for their districts.”
Emma Goldberg, Research Manager:
“This year reminded me of the impact of data when paired with real, human context. Seeing the stories that our data tell, and the way others are able to use those stories to further their own work, is so powerful. One particular highlight was partnering with ELSF—combining the quantitative insights from our data with the qualitative insights from district leaders—all in service of students and teachers. Presenting that work and seeing leaders compare notes, challenge their assumptions, and ask better questions than they had started with was such a good reminder of the kind of exchange that makes this work really feel alive.”
