Principal Investigator
Liz Chu – CPRL
Project Description
This study evaluates the extent to which high-quality instructional materials (HQIM) are implemented with fidelity and whether stronger implementation is associated with improved student achievement. Conducted across four states, the study uses a combination of administrative student data, teacher surveys, classroom observations, and a validated implementation measurement tool (the Curriculum Implementation Change Framework) to assess variation in implementation quality. The impact component uses quasi-experimental methods, including difference-in-differences and teacher fixed effects models, to examine how differences in implementation quality relate to student learning outcomes over time. The study also includes a large-scale implementation analysis to describe patterns of HQIM use and identify system- and school-level factors that support or hinder strong implementation.
Research Questions
- To what extent is higher-quality implementation of HQIM associated with greater student learning gains?
- How does the relationship between implementation quality and student outcomes vary across school and student contexts?
- What is the distribution and evolution of HQIM implementation quality over time, and how do supports such as professional learning influence implementation?
