RESEARCH
Research strengthens curriculum-based professional learning
By Elizabeth Foster
October 2024
Researchers and education leaders have long argued that professional learning is most effective when grounded in day-to-day instructional practices — that is, in what educators teach and how. Curriculum is a fundamental part of that equation. Studies have found that increasing the quality and rigor of curriculum and instructional materials can lead to improved student outcomes, including achievement (Chingos & Whitehurst, 2012; Kane et al., 2016). But research also suggests that curriculum alone is not enough. It is the combination of high-quality instructional materials and high-quality professional learning that leads to improved outcomes (Blazar et al., 2019). Professional learning focused on these materials can amplify their impact if it is comprehensive, sustained, and well-designed, as described in the Standards for Professional Learning (Learning Forward, 2022).
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References
Blazar, D., Heller, B., Kane, T.J., Polikoff, M., Staiger, D., Carrell, S., Goldhaber, D., Harris, D., Hitch, R., Holden, K.L., & Kurlaender, M. (2019). Learning by the book: Comparing math achievement growth by textbook in six Common Core states. Center for Education Policy Research, Harvard University.
Chingos, M.M. & Whitehurst, G.J. (2012). Choosing blindly: Instructional materials, teacher effectiveness, and the common core. Brookings Institution.
Chu, E., McCarty, G., Gurny, M., & Madhani, M. (2022). Curriculum-based professional learning: The state of the field. Center for Public Research and Leadership, Columbia University.
Kane, T.J., Owens, A.M., Marinell, W.H., Thal, D.R.C., & Staiger, D.O. (2016). Teaching higher: Educators’ perspectives on Common Core implementation. Center for Education Policy Research, Harvard University.
Learning Forward. (2018). High-quality curricula and team-based professional learning: A perfect partnership for equity. Author.
Learning Forward. (2022). Standards for Professional Learning. Author.
Lynch, K., Hill, H.C., Gonzalez, K.E., & Pollard, C. (2019). Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis. Educational Evaluation and Policy Analysis, 41(3), 260-293.
NIET. (2020, Summer). High-quality curriculum implementation: Connecting what to teach with how to teach it. Author.
Novicoff, S. & Dee, T.S. (2023). The achievement effects of scaling early literacy reforms. Annenberg Institute, Brown University.
Short, J.B. & Hirsh, S. (2023). Transforming teaching through curriculum-based professional learning: The elements. Corwin.
Taylor, J., Getty, S., Kowalski, S., Wilson, C., Carlson, J., & Van Scotter, P. (2015). An efficacy trial of research-based curriculum materials with curriculum-based professional development. American Educational Research Journal, 52(5), 984-1017.
Weiner, R. & Pimentel, S. (2017). Practice what you teach: Connecting curriculum with professional learning in schools. The Aspen Institute.
Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.
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