There is substantial evidence documenting the impact of high-quality, educative learning materials on teacher practices and student learning, yet this evidence has not translated widely into more equitable learning opportunities for all students.
English learners tend to have less access to intellectually rich, grade-level content and instructional materials. With most English learners receiving instruction for math and English language arts alongside their non-English learner peers, it can no longer be the norm to simplify the content or rely on supplemental materials targeting English learners. Instructional materials must be well-designed to serve all students.
What do materials that do this well look like, and how do you know if yours measure up?