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Despite broad national emphasis on adopting HQIM, the field still lacks shared, public information on how different publishers’ materials are designed to support teaching and learning. This report examines how HQIM are implemented in classrooms and experienced by students, highlighting measurement challenges and outlining a 2024–2027 nationwide study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/measuring-what-matters-considerations-for-measuring-the-implementation-of-high-quality-instructional-materials-in-mathematics/588042/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/measuring-what-matters-considerations-for-measuring-the-implementation-of-high-quality-instructional-materials-in-mathematics/588042.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the report define as high-quality instructional materials (HQIM) in mathematics?","Question",{"text":112,"@type":113},"HQIM are standards-aligned core curricula and publisher-developed resources designed to support teachers’ use of the curriculum. 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All rights reserved.  \nSuggested citation: Perry, R. , Nucci, D. , Walters, K. , McKinney, D. , Nielsen, S. , & Hannan, M. (2026) . Measuring what matters: Considerations for measuring the implementation of high-quality instructional materials in mathematics. WestEd.  \nWestEd is a nonpartisan, nonprofit organization that aims to improve the lives of children and adults at all ages of learning and development. We do this by addressing challenges in education and human development, increasing opportunity, and helping build communities where all can thrive. WestEd staff conduct and apply research, provide technical assistance, and support professional learning. We work with early learning educators, classroom teachers, local and state leaders, and policymakers at all levels of government.  \nFor more information, [visit](visit WestEd.org. For)[ ](visit WestEd.org. For)[WestEd.org](visit WestEd.org. For)[. For](visit WestEd.org. For) regular updates on research, free resources, solutions, and job postings from WestEd, subscribe to the E-Bulletin, our semimonthly e-newsletter, at [WestEd.org/subscribe](WestEd.org/subscribe).  \nTable of Contents  \nExecutive Summary 1  \nIntroduction 2  \nPurpose and Research Questions 5  \nFraming 6  \nHow We Understand Instructional Materials 6  \nImplementation Fidelity 8  \nMethodological Approach 10  \nCurriculum Review and Interviews With Curriculum Developers 10  \nCurriculum Review 11  \nInterviews With Curriculum Developers 12  \nData Collection With District Leaders 13  \nInterviews and Meetings With District Administrators 13  \nProfessional Learning Questionnaire 14  \nSite Administrator Focus Groups 14  \nTeacher Surveys 15  \nCurriculum Dosage 17  \nAdherence 17  \nInstructional Quality 18  \nProfessional Learning Support 19  \nStudent Surveys 20  \nMathematical Experiences 20  \nSense of Belonging and Self-Efficacy 20  \nTeacher Focus Groups 21  \nConclusions and Next Steps 21  \nReferences 23  \nExecutive Summary  \nHigh-quality instructional materials (HQIM)—a standards-aligned core curriculum and the publisherdeveloped resources designed to support teachers’ use of the  \ncurriculum—are increasingly central to district efforts to improve mathematics instruction. Despite a national emphasis on HQIM adoption, the field still lacks common, public-facing information about how HQIM from different publishers are designed to support teaching and learning. Because curriculum development is often proprietary, a lack of access complicates the ability of researchers, educators, and policymakers to differentiate between programs in meaningful ways.  \nAs such, much remains unknown about how HQIM are implemented in classrooms and experienced by students. For example, many mathematics materials might prioritize procedural fluency grounded in conceptual understanding, but individual materials might differ significantly from each other in terms of their embedded features and in what they emphasize when implemented with fidelity. These differences create measurement challenges for research on HQIM implementation and impact. In this report, a WestEd research team raises these measurement challenges, and we describe how we are attempting to address them in a nationwide study of HQIM implementation and impact being conducted from 2024 through 2027. This report is the first in a series of reports to be developed from this study.  \nSubsequent reports produced from this study will be grounded in the methodological approaches described herein. As we continue this research—further gathering, reviewing,  \nsummarizing, and sharing the collected data—we will also refine our methods to better capture implementation processes that are inherently dynamic and context dependent. We hope that p","cbCail1RodWrP0ey","https://ap.wps.com/l/cbCail1RodWrP0ey","pdf",2581739,35,"English","# Executive Summary\n# Introduction\n# Purpose and Research Questions\n# Framing\n## How We Understand Instructional Materials\n## Implementation Fidelity\n## Methodological Approach\n## Curriculum Review and Interviews With Curriculum Developers\n## Curriculum Review\n## Interviews With Curriculum Developers\n## Data Collection With District Leaders\n## Interviews and Meetings With District Administrators\n## Professional Learning Questionnaire\n## Site Administrator Focus Groups\n## Teacher Surveys\n## Curriculum Dosage\n## Adherence\n## Instructional Quality\n## Professional Learning Support\n## Student Surveys\n## Mathematical Experiences\n## Sense of Belonging and Self-Efficacy\n## Teacher Focus Groups\n## Conclusions and Next Steps\n## References","[{\"question\":\"What does the report define as high-quality instructional materials (HQIM) in mathematics?\",\"answer\":\"HQIM are standards-aligned core curricula and publisher-developed resources designed to support teachers’ use of the curriculum. They are closely aligned to educational standards and include evidence-based teaching methods, with supports promoting equity and inclusion.\"},{\"question\":\"Why is measuring HQIM implementation difficult across different publishers?\",\"answer\":\"Because curriculum development is often proprietary, and public information about embedded features and emphasized aspects may be limited. As a result, differences in instructional priorities and features create measurement challenges for research on HQIM implementation and impact.\"},{\"question\":\"What study scope and timeline does the report describe?\",\"answer\":\"The report describes a nationwide study of HQIM implementation and impact conducted from 2024 through 2027. This report is identified as the first in a series, with later reports grounded in the methods described here.\"}]","Measuring What Matters - Considerations for Measuring the Implementation of High-Quality Instructional Materials in Mathematics | PDF",1792064292,88]