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ELA Decision Trends: What District Choices Reveal About Curriculum, Coherence, and Quality
As the push for stronger literacy outcomes accelerates, districts are navigating a crowded and complex ELA marketplace. This three-part series unpacks national K–5 curriculum trends—what’s being adopted, how programs are layered, and where foundational skills supplements come into play—to reveal what’s shifting, where gaps remain, and how systems can better support coherent, high-quality instruction.
The Center for Education Market Dynamics • July 23, 2025
We’re in a critical moment for early literacy. New NAEP data show that just 31% of fourth graders are reading at or above proficiency, while 40% fall below the Basic level. This is a stark signal that foundational reading skills aren’t taking root the way they should.
In response, states are acting fast: passing literacy laws, overhauling training, and requiring curricula aligned with the science of reading. More than half of US states have now passed or proposed legislation aimed at improving early literacy, with some states incorporating early diagnostics to aid in this process and others even implementing third-grade retention policies. These policy shifts are powerful, but they also put intense pressure on local systems to turn broad mandates into smart, sustainable instructional choices.
At the heart of this movement is a growing consensus: curriculum matters.
High-quality instructional materials (HQIM) have become a key lever for improving outcomes. Yet for many district leaders, selecting and implementing the right materials is anything but straightforward. The ELA marketplace is crowded, the policy landscape varies by state, and without consistent guidance, local teams are making big decisions in complex conditions.
The Center for Education Market Dynamics (CEMD) set out to understand how districts are responding—what they’re adopting, how they’re combining programs, and where foundational skills supplements come into play for Grades K–5. We analyzed curriculum data from more than 1,600 districts, uncovering insights about what’s changing and exploring what that means for coherence, instructional quality, and student success.
This three-part series elevates field-level insights and examines the implications on the future of K–5 ELA instruction:
- What materials districts are selecting, and what that says about the shift toward HQIM
- How layering programs affects coherence and implementation
- When foundational skills supplements help or hinder strong instruction
Whether you’re a policymaker, curriculum developer, or system leader, this series offers a look beneath the surface of adoption trends. Our goal is to help the field better understand what’s working, where things are getting messy, and how to support stronger, more coherent instruction.
Series Insights
Signals of Change: Tracking District Shifts Toward High-Quality ELA Materials
Districts are making more intentional curriculum decisions—and the data shows it. This brief explores how ELA adoption patterns are shifting away from lower-rated materials and toward programs that reflect research and standards.
The Hidden Complexity of ELA: What Curriculum Combinations Reveal About District Practice
Nearly half of districts report using more than one ELA program. This brief examines the implications of curriculum combinations – both strategic and improvised – on instructional coherence and system capacity.
The Role of Foundational Skills: How Districts Are Expanding Support for Early Literacy
About one in four districts are layering foundational skills products on top of their ELA core. This brief explores why districts supplement, when it adds value, and when it may hinder coherence.
