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• Use of standards-aligned materials among U.S. teachers was greater for mathematics than for ELA, although high proportions of high school teachers reported use of unaligned or unrated materials for both subjects.
• Use of standards-aligned materials is rising across the United States and particularly among teachers in states that are participating in the IMPD Network.
• The vast majority of teachers reported that their students had access to a curriculum material with digital components.

Much research has noted the misalignment between kindergarten through 12th grade (K–12) academic standards and curriculum materials used in classrooms. Many states and education organizations have been pushing for greater use of standards-aligned curriculum, especially during the past several years.

In this report, the authors share results regarding K–12 public teachers' use of standards-aligned curriculum materials for their mathematics and English language arts instruction from school year 2018–2019 to 2020–2021. They specifically investigate how teachers nationwide compare with teachers in 13 states participating in the High-Quality Instructional Materials and Professional Development (IMPD) Network. The IMPD Network includes states that are focused on improving use of standards-aligned, high-quality instructional materials, including Arkansas, Delaware, Kentucky, Louisiana, Massachusetts, Mississippi, Nebraska, New Mexico, Ohio, Rhode Island, Tennessee, Texas, and Wisconsin. The authors also examine whether curriculum materials that teachers used were available to students at their school in digital form for the 2020–2021 school year.

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