David Steiner, executive director of the Johns Hopkins Institute for Education Policy, contends that state boards should take a more active role in guiding schools toward evidence-based curricula. He argues that most states currently allow schools to assemble varied instructional materials, creating what he describes as an inconsistent approach that undermines efforts to strengthen instruction across districts.
Steiner notes that this fragmented system contrasts with practices in top-performing countries, which typically employ uniform state, provincial, or national curricula. The lack of standardization complicates efforts to assess how effectively schools meet state standards and prevents states from aligning teacher training and professional development with specific materials. He points out that research indicates approximately 80% of instructional materials used are below grade level, and that providing coherent professional learning becomes extremely difficult when teachers use different curricula.
Recent policy developments support his position. An Education Week tracker indicates that 43 states and the District of Columbia have enacted laws or policies to align literacy instruction with the science of reading, with 35 of these states establishing requirements for evidence-based materials or state oversight in district selection. Steiner advocates for states to create curated lists of high-quality options and incentivize adoption through support rather than mandates. States including Louisiana, Tennessee, and Mississippi have implemented such models with adoption rates exceeding 90% in elementary schools.
Steiner emphasizes that successful curriculum adoption requires careful implementation planning beyond acquisition. He stresses that professional development must be curriculum-specific and classroom-based rather than generic, involving feedback from experienced coaches. He also addresses concerns about accommodating below-grade-level students, suggesting that curriculum implementation should operate within a broader system of accelerated pathways while maintaining exposure to strong materials for all students.
When addressing criticism that teachers know their students best, Steiner argues that teachers often become dual roles as both educators and curriculum designers without training, consuming significant time weekly. He suggests that states can support teacher effectiveness by establishing structured options rather than leaving teachers to independently assemble materials, comparing the approach to following recipes while learning to cook.
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