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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.

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The Center for Education Market Dynamics • July 23, 2025

Clarifying the Role of Foundational Skills in ELA Instruction

Foundational skills are essential to early literacy, but more isn’t always better. CEMD national data show a rise in districts layering supplemental foundational skills products – sometimes to address real gaps, and other times duplicating content already covered by the core. This brief explores how and why districts are choosing to supplement, what those choices reveal, and how leaders can make coherent, strategic decisions.

Key Learnings

Supplemental use is increasing. About one in four districts add standalone foundational skills products on top of their ELA core.
Intentions vary across districts. Some additions are targeted and intentional; others reflect uncertainty about what’s needed.
Duplication creates risks. Overlapping programs can cause redundancy, pacing challenges, and teacher confusion.
Strategic alignment is key. Effective use of supplements requires careful planning and integration with core instruction.
Districts benefit from structured guidance. Clear frameworks support better decisions about when and how to supplement.

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.

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Mix of diverse students writing at desk.

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.