The State of K–8 Science Curriculum: Trends, Gaps, and the Road Ahead

The Center for Education Market Dynamics • June 18, 2026

A Meaningful Opportunity for Science Education

Districts have spent years bringing rigor to math and ELA curriculum decisions. Science has not experienced the same market evolution.

Science Market by the Numbers

• 33% fewer products than the math market and 65% fewer products than the ELA market
• EdReports has published 35 grade-band reviews for science, compared to 151 for math.
• Roughly one in four elementary and middle school districts researched by CEMD has no publicly available information about which science materials they use at all.

Fewer quality products, fewer independent reviews, and a significant transparency gap mean that when district leaders go looking for guidance on science materials, they often come up empty-handed.

This moment matters.

With thousands of districts approaching the end of their existing adoption cycles and California and Texas—states known to impact investment and product development—not scheduled for immediate adoption, it will take meaningful effort from a variety of stakeholders to effect change in the science curriculum market.

Key Report Findings

• The science market lags behind. Fewer products, fewer quality reviews, and less transparency than math or ELA leave district leaders without a clear view of the science curriculum landscape.
• Expiring adoption cycles are creating a window for change. While many districts are using science materials with copyright years from 2018 to 2020, most are reaching the end of their contract cycles and will soon re-enter the market.
• Coordinated action across the ecosystem is essential. Districts must approach science with the same rigor they bring to math and ELA. States can use policy levers to signal quality and require reporting transparency. Together, these moves can shift the market toward better outcomes for all students.