Hi everyone,
How many of you have ever been in the middle of a curriculum selection process and wished you could just call a leader in a district like yours and ask, “What did you choose, and how is it going?”
I’ve heard this sentiment from leaders hundreds of times.
Curriculum selection can feel like trying to drive to a new place without a GPS. You might get there eventually, but you may waste time, make wrong turns, and wonder the whole way if there’s a better route.
That’s the problem we’re solving at CEMD. We believe leaders shouldn’t have to navigate one of their most important decisions — choosing instructional materials — without a clear view of what’s out there or how other districts like theirs are navigating the journey.
We don’t tell you which route to take, or promise the fastest trip, but we do provide the map: clear, unbiased data on what districts are adopting and how patterns are emerging across the landscape, so you can move from guesswork to clarity.
This work matters — just look to California, where a once-in-a-decade math adoption is on the horizon and has the potential to impact the 5.5M K–12 public school students across the state. This is a huge opportunity to ensure every student, especially those in underserved communities, has access to high-quality, research-aligned curriculum.
Next week, we are releasing our full suite of California math reports spanning K–5, 6–8, and high school to provide the most comprehensive picture yet of California’s math curriculum landscape. We want California leaders to head into this process with a clear map: How widespread are newer, high-quality materials across the state? Who has access to those materials? What patterns are emerging around equity, access, and coherence?
In addition to these reports, you’ll also be hearing more directly from me.
I’ve been sharing answers to common questions about CEMD on my LinkedIn account. Follow me there for more of my personal POV on our work.
