High-Quality Instructional Materials Matter

Overview

All Maryland teachers should have access to high-quality instructional materials (HQIM) because every Maryland student deserves access to the best education. 

What are High-Quality Instructional Materials?

Maryland defines High-Quality Instructional Materials (HQIM) as grade-level and standards-aligned instructional materials that are used to build knowledge for all students in a language affirming and culturally responsive way.

Materials Matter

For Students

High-Quality Instructional Materials level the playing field for students.

High-quality curricula increased student achievement in reading, math, and science from the 50th to the 60th percentile and higher: “a potentially transformative impact if aggregated across an entire class, grade, or school.”

Access to rigorous materials increased achievement for Black and Latino students. English Language Learners acquire knowledge and vocabulary faster when using grade-level content (with supports).

Math textbook choice has a significant effect on test scores.

For Teachers

High-Quality Instructional Materials empower teachers and free up time.

New teachers spend an average of 7-12 hours per week searching for or developing new content.

Materials created or selected by teachers were generally less likely than those provided by their district to meet academic standards appropriate to the grade level in English language arts and math.

A 2017 RAND analysis found that 96% OF TEACHERS use Google to find lessons and materials.

Maryland’s HQIM Stages of Support

Identification

Determining the quality of instructional materials

Where We Are (SY 2024-25)

MSDE is developing HQIM rubrics. The first rubric on ELA/Literacy will be released in fall 2024.

EdReports will be used to identify the quality of materials until the completion of Maryland’s rubrics and reviews.

Where We Are Going (2025-Beyond)

MSDE will lead HQIM rubric development and instructional material reviews for Math, Science, and Social Studies. Reviews will be published as they are completed, with the first few published in early 2025.

Adoption

Selecting instructional materials

Where We Are (SY 2024-25)

Currently, 54% of LEAs use HQIM in Elementary ELA and 96% of LEAs use HQIM in mathematics.

Multiple districts will select new curricula in the coming years and will need support in selecting high-quality materials.

Where We Are Going (2025-Beyond)

MSDE aspires to increase adoption rates by using data to drive decisions and creating an HQIM Community of Practice to connect state and local leaders.

Implementation

Using instructional materials

Where We Are (SY 2024-25)

Strong HQIM adoption should be paired with implementation supports, such as curriculum embedded professional learning, to ensure teachers have the tools they need.

Where We Are Going (2025-Beyond)

Professional Learning (PL) that is content-focused and HQIM aligned helps teachers improve their practices. MSDE is committed to training and coaching teachers on using HQIM.