In recent years, school districts across the United States have made significant investments in adopting high-quality instructional materials (HQIM). However, many of these materials remain underutilized, with unopened boxes and rarely accessed digital resources. This situation raises critical questions about the factors hindering effective curriculum implementation.
The adoption and implementation of a new curriculum transcend educational challenges; they are fundamentally linked to human behavior. For students to benefit from instructional materials, effective usage in classrooms is essential. This requires districts to prioritize early and meaningful teacher engagement, which is crucial for strengthening the quality and sustainability of adoption efforts.
The implications of these challenges are substantial. Research consistently indicates that when HQIM is utilized effectively, student achievement significantly improves. However, the costs associated with curriculum adoption are considerable. Districts typically replace their core curriculum every five to seven years, with each adoption decision often costing millions of dollars. This investment has the potential to greatly impact teaching and learning outcomes. Yet, many new materials remain unused, leading to wasted resources and unrealized benefits for students.
Behavioral science provides insights into why these challenges persist. Status quo bias often leads individuals to favor familiar practices, even when superior alternatives are available. While this bias can facilitate quick decision-making in complex environments, it can also result in resistance to change and a disregard for evidence-based practices. Educational organizations frequently struggle to translate good intentions into lasting changes, and schools are no exception.
To better understand the barriers to successful curriculum adoption, a collaboration was formed between EdReports, which produces evidence-based reviews of K-12 instructional materials, and The Decision Lab, which specializes in applying behavioral science to facilitate organizational change. Together, they surveyed a nationally representative group of 254 district leaders and educators who had recently adopted new materials. The findings, presented in the report titled Beyond Selection: Rethinking How Districts Adopt Curriculum, reveal that the most significant challenges arise during the implementation phase rather than the selection process.
Key findings from the report include:
- Nearly half of the respondents (49%) identified “achieving consensus or stakeholder buy-in” as their primary challenge.
- 48% cited difficulties in “implementing purchased curriculum.”
- In contrast, only a small number struggled with initial steps, such as identifying needs or narrowing options.
This pattern highlights a confidence-implementation gap: while 72% of leaders expressed confidence in selecting new curricula, only 59% had systems in place to evaluate implementation, and just 60% conducted pilot programs prior to full adoption.
Moreover, the data uncovered a significant blind spot. Although nearly half of the districts acknowledged buy-in as a major obstacle, only 18% sought external support for consensus-building. This suggests that many districts underestimate the complexities of change management and attempt to address these challenges internally. Teachers also reported limited involvement in the selection process; a 2024 survey indicated that only 1 in 5 teachers felt they had a role in choosing their school’s materials, and just 1 in 4 believed their district was “very effective” in assisting with the implementation of new resources. When educators feel excluded or unsupported, the status quo bias is reinforced, making it even more difficult to sustain the use of high-quality materials in classrooms.
Successful districts differentiate themselves by adopting proactive strategies to counter biases and foster enthusiasm for change:
- Involve teachers early and often: Engaging educators from the outset—through curriculum committees, pilot programs, and decision-making processes—builds ownership and enhances implementation. Teachers provide valuable insights into what works for students and can identify potential challenges before rollout.
- Plan for implementation from day one: Viewing adoption as an ongoing process rather than a one-time decision is crucial. Districts that plan early for how materials will be integrated into classrooms—including scheduling, teacher training, and ongoing support—tend to achieve better results compared to those that treat adoption and implementation as separate efforts.
- Make field testing non-negotiable: Piloting new materials before full adoption allows districts to assess how well resources meet the needs of teachers and students. This familiarity can reduce resistance to change and reveal necessary adjustments for long-term success.
State and district leaders can learn from successful examples in places like Louisiana and Rhode Island, where clear definitions of high-quality instructional materials, along with supportive state guidance, assist districts in making informed local decisions. Districts such as Nashville and Baltimore demonstrate the effectiveness of early teacher engagement, transparent communication, and ongoing professional learning in translating curriculum adoption into effective use of new materials.
When districts approach curriculum adoption through a people-centered process—anticipating biases, engaging teachers, and designing for implementation—they position themselves for lasting success. As the time approaches to replace core curricula, district leaders face a choice: repeat ineffective procurement routines or establish a process centered on people and learning. If managed poorly, even the best materials risk becoming obsolete. However, when managed thoughtfully, with an understanding of how individuals respond to change, they have the potential to transform teaching and learning.
Ultimately, when adoption emphasizes engagement, planning, and teacher support, curriculum ceases to be merely a checklist item and evolves into a powerful lever for success, fostering the kind of sustainable improvement that every district aspires to achieve—enhanced teaching and improved outcomes for students.
