Adoption and Open Territory States: Comparison of Basal Reading and Mathematics Textbook Usage Patterns

Published: January 26, 2009 - 266 Pages

Table of Contents

  • THE ROLE OF THE BASAL READING PROGRAM
    • Table Basal Reading Textbook Usage, Adoption vs. Open Territory States
    • Table Basal Reading Textbook Usage, Comparison Of Four Large States
    • Table Basal Reading Textbook Satisfaction Level, Adoption vs. Open Territory States
    • Table Basal Reading Textbook Satisfaction Level, Comparison Of Four Large States
    • Reading Textbooks Currently Adopted
      • Table Basal Reading Textbooks Adopted, Comparison Of Four Large States
    • Age Of Currently Adopted Programs
    • Suggested Improvements To Currently Adopted Reading Programs
      • Table Suggested Improvements To The Basal Reader, Adoption vs. Open Territory States
    • Trends In Basal Reading Series Usage
      • Table Trends In Basal Reading Textbook Usage, Comparison Of Four Large States
    • Reading Intervention
      • Table Resources Used For Reading Intervention, Comparison Of Four Large States
    • Rankings And Ratings Of Reading Program Features
      • Table Ranking Of Reading Program Features, Adoption vs. Open Territory States
      • Table Five Top Ranked Reading Program Features, Comparison Of Four Large States
      • Table Profile Of Basal Reading Program Usage, Adoption vs. Open Territory States
  • THE ROLE OF THE CORE MATHEMATICS PROGRAM
    • Table Basal Mathematics Textbook Usage, Adoption vs. Open Territory States
    • Table Basal Mathematics Textbook Usage, Comparison Of Four Large States
    • Table Basal Mathematics Textbook Satisfaction Level, Adoption vs,. Open Territory States
    • Table Basal Mathematics Textbook Satisfaction Level, Comparison Of Four Large States
    • Math Textbooks Currently Adopted
      • Table Basal Mathematics Textbooks Adopted, Comparison Of Four Large States
    • Age Of Currently Adopted Math Programs
    • Ratings of Current Math Textbooks
      • Table Ratings Of Current Math Program Features, Adoption vs. Open Territory States
    • The Importance Of Ancillary Materials
    • Sources Of Supplemental Teacher Resource Books
      • Table Sources Of Effective Teacher Resource Books For Math
    • Technology Usage For Math Instruction
      • Table Frequency Of Math-Related Software Usage, Comparison Of Four Large States
    • Using Online Services To Assist With Math Instruction
    • Rankings And Ratings Of Math Program Features
      • Table Ranking Of Desirable Math Program Features, Comparison Of Four Large States
      • Table Profile Of Basal Mathematics Program Usage, Adoption vs. Open Territory States
  • 2007 NATIONAL READING SURVEY
    • Table STATE OF RESIDENCE
    • Table REGION
    • Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION? (MARK ALL THAT APPLY.)
    • Table WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE? (MARK ALL THAT APPLY.)
    • Table HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE? (MARK ONE.)
    • Table WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR READING PROGRAM? (MARK ALL THAT APPLY.)
    • Table IF YOU DO HAVE A BASAL READING SERIES, WHICH SERIES IS IT? (MARK ALL THAT APPLY.) (Base: Respondents who use a basal Reading series)
    • Table HOW RECENTLY DID YOU ADOPT THE BASAL READING PROGRAM YOU CURRENTLY USE? (MARK ONE.) (Base: Respondents who use a basal Reading series)
    • Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOSE THE SAME PROGRAM AGAIN? (MARK ONE.) (Base: Respondents who use a basal Reading series)
    • Table WHAT WOULD YOU ADD TO OR CHANGE IN YOUR BASAL READING SERIES TO IMPROVE IT? (MARK ALL THAT APPLY.) (Base: Respondents who use a basal Reading series)
    • Table WOULD YOU SAY THAT IN YOUR SCHOOL/DISTRICT THE PENDULUM IS SWINGING BACK IN THE DIRECTION OF MORE RELIANCE ON A BASAL (ANTHOLOGY-TYPE) READING PROGRAM? (MARK ALL THAT APPLY.)
    • Table IF YOU DO NOT USE A BASAL SERIES, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH READING? (MARK ALL THAT APPLY.)
    • Table IN TERMS OF READING YOU DO WITH STUDENTS, WHAT PERCENTAGE OF THAT TIME IS SPENT: READING TO
    • Table IN TERMS OF READING YOU DO WITH STUDENTS, WHAT PERCENTAGE OF THAT TIME IS SPENT: SHARED READING
    • Table IN TERMS OF READING YOU DO WITH STUDENTS, WHAT PERCENTAGE OF THAT TIME IS SPENT: GUIDED READING
    • Table IN TERMS OF READING YOU DO WITH STUDENTS, WHAT PERCENTAGE OF THAT TIME IS SPENT: INDEPENDENT READING
    • Table DO YOU USE A SEPARATE PHONICS SUPPLEMENT IN ADDITION TO THAT CONTAINED IN YOUR CORE READING SERIES? (MARK ONE.)
    • Table IF YOU DO USE A SEPARATE PHONICS SUPPLEMENT, WHOSE MATERIAL DO YOU USE? (MARK ALL THAT APPLY.)
    • Table WHICH OF THE FOLLOWING STANDARDIZED READING ASSESSMENTS DO YOUR STUDENTS TAKE? (MARK ALL THAT APPLY.)
    • Table IS ANY OF THE READING ASSESSMENT YOU ARE DOING COMPUTER-BASED? (MARK ALL THAT APPLY.)
    • Table DOES YOUR DISTRICT OR STATE ADMINISTER A "HIGH-STAKES" TEST WHICH IS INTENDED TO DETERMINE WHICH STUDENTS CAN BE PROMOTED OR GRADUATED? (MARK ONE.)
    • Table IN A TYPICAL WEEK, HOW MUCH CLASS TIME IS SPENT ON EACH OF THE FOLLOWING READING SKILLS? WORD RECOGNITION.
    • Table IN A TYPICAL WEEK, HOW MUCH CLASS TIME IS SPENT ON EACH OF THE FOLLOWING READING SKILLS? PHONICS.
    • Table IN A TYPICAL WEEK, HOW MUCH CLASS TIME IS SPENT ON EACH OF THE FOLLOWING READING SKILLS? VOCABULARY.
    • Table IN A TYPICAL WEEK, HOW MUCH CLASS TIME IS SPENT ON EACH OF THE FOLLOWING READING SKILLS? GRAMMAR, USAGE AND SPELLING.
    • Table IN A TYPICAL WEEK, HOW MUCH CLASS TIME IS SPENT ON EACH OF THE FOLLOWING READING SKILLS? LITERAL COMPREHENSION.
    • Table IN A TYPICAL WEEK, HOW MUCH CLASS TIME IS SPENT ON EACH OF THE FOLLOWING READING SKILLS? CRITICAL COMPREHENSION.
    • Table DO YOU USE COMPREHENSIVE COURSEWARE (INTEGRATED LEARNING SYSTEM COURSEWARE) FROM ANY OF THE FOLLOWING PUBLISHERS AS PART OF YOUR READING INSTRUCTIONAL PROGRAM? (MARK ALL THAT APPLY.)
    • Table DOES YOUR CLASSROOM(S) CURRENTLY USE ANY ONLINE SERVICE TO ASSIST WITH READING INSTRUCTION? (MARK ONE.)
    • Table WHAT RESOURCE(S) DO YOU USE FOR READING INTERVENTION (INTENSIVE, INDIVIDUALIZED INSTRUCTION)?
    • Table WHICH, IF ANY, OF THE FOLLOWING LEVELING SYSTEMS DO YOU TYPICALLY USE TO MATCH INSTRUCTIONAL MATERIALS WITH STUDENTS' READING LEVELS? (MARK ALL THAT APPLY.)
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. (SUMMARY TABLE)
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. INCORPORATES PHONICS INSTRUCTION.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. INCLUDES A COLLECTION OF AUTHENTIC LITERATURE.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. DEVELOPS READING SKILLS AND STRATEGIES.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. FLEXIBLE ENOUGH TO BE USED IN A VARIETY OF WAYS.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. MEETS NEEDS OF DIVERSE STUDENTS.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. CROSS CURRICULAR INTEGRATION.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. EASY FOR TEACHERS TO USE.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. MULTIPLE ASSESSMENT ALTERNATIVES.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. THOROUGH TEACHER DIRECTIONS.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. PROVIDES GOOD TEACHING PLANS.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. A SUBSTANTIAL NUMBER OF NON-FICTION BOOKS.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. EXPLICIT WRITING INSTRUCTION.
    • Table PLEASE RATE EACH OF THE FOLLOWING PROGRAM FEATURES IN TERMS OF WHICH ONES YOU FIND MOST APPEALING. EXPLICIT ALIGNMENT WITH STATE STANDARDS.
    • Table FROM THE LIST ABOVE, PLEASE IDENTIFY THE THREE PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE READING PROGRAM OVER ANOTHER.
    • Table ABOUT HOW MUCH CLASS TIME DO YOU ALLOCATE PER WEEK FOR WRITING INSTRUCTION? (MARK ONE.)
    • Table HOW WOULD YOU DESCRIBE THE INSTRUCTIONAL MATERIALS YOU USE TO SUPPORT THE TEACHING OF WRITING? (MARK ALL THAT APPLY.)
    • Table WHEN YOU BUY WRITING INSTRUCTIONAL MATERIALS, FROM WHICH OF THE FOLLOWING PUBLISHERS DO YOU MOST PREFER TO ORDER? (MARK ONLY YOUR TOP TWO OR THREE.)
    • Table ABOUT HOW MUCH CLASS TIME DO YOU ALLOCATE PER WEEK FOR SPELLING INSTRUCTION? (MARK ONE.)
    • Table WHEN YOU BUY SPELLING INSTRUCTIONAL MATERIALS, FROM WHICH OF THE FOLLOWING PUBLISHERS DO YOU MOST PREFER TO ORDER? (MARK ONLY YOUR TOP TWO OR THREE.)
    • Table ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR READING INSTRUCTIONAL MATERIALS (EXLUCDING TEXTBOOKS) PER CLASSROOM, IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
  • NATIONAL SURVEY OF MATHEMATICS: 2008
    • Table STATE OF RESIDENCE
    • Table REGION
    • Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITON? (MARK ONE)
    • Table IF YOU ARE A MATH TEACHER, WHICH SPECIFIC COURSE(S) DO YOU TEACH? (MARK ALL THAT APPLY)
    • Table WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE? (MARK ALL THAT APPLY)
    • Table HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE? (MARK ONE)
    • Table WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM? (MARK ONE)
    • Table IF YOU DO HAVE A BASAL OR CORE MATH TEXTBOOK SERIES YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT? (MARK ONE) Respondents with a basal or core Math series.
    • Table IF YOU DO HAVE A BASAL OR CORE MATH TEXTBOOK SERIES YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT? (OTHER SPECIFY) Respondents with a basal or core Math series.
    • Table HOW RECENTLY DID YOU ADOPT THE MATH TEXTBOOK YOU CURRENTLY USE? (MARK ONE) Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN? (MARK ONE) Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE RATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE RATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. (1 = "Poor" and 6 = "Outstanding") Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. PROBLEM SOLVING/THINKING SKILLS Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. COVERAGE OF SPECIFIC MATH SKILLS Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. LESSON IDEAS Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. ENRICHMENT ACTIVITIES Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. CONCEPT DEVELOPMENT Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. ASSESSMENT/PLACEMENT Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. REAL LIFE APPLICATIONS Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. TEACHING FOR UNDERSTANDING Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. RETEACHING STRATEGIES Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. PRACTICE QUESTIONS/PRACTICE TESTS Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. STRATEGIES FOR SPECIAL NEEDS STUDENTS Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. RIGOROUS/CHALLENGING CONTENT Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. COMPLETE LESSON PLANS Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. WELL ORGANIZED TEACHER'S EDITION Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. EASY TO USE DAILY LESSONS IN TEACHER'S EDITION Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. APPEALING DESING OF THE STUDENT EDITION Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table THINKING ABOUT YOUR CURRENT MATH CORE TEXTBOOK, PLEASE TATE IT IN TERMS OF HOW GOOD A JOB YOU THINK IT DOES IN EACH OF THE FOLLOWING AREAS. APPEALING DESING OF THE TEACHER EDITION Those who have a basal or core Math series and identified one primary teaching resournce.
    • Table WHAT KINDS OF ANCILLARY MATERIALS DO YOU CONSIDER IMPORTANT ENOUGH TO BUY IN ADDITION TO YOUR CORE TEXTBOOK? (MARK ONLY YOUR TOP THREE CHOICES) Those who do have a basal or core Math series.
    • Table WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL BOOKS WHICH YOU CAN USE FOR LESSON IDEAS, TEACHING RESOURCES, SAMPLE ACTIVITIES, PRACTICE TESTS, ETC? (MARK ALL THAT APPLY)
    • Table WHICH OF THE FOLLOWING STANDARDIZED MATH ASSESSMENTS DO YOUR STUDENTS CURRENTLY TAKE? (MARK ALL THAT APPLY)
    • Table ARE YOU USING ANY TYPE OF ASSESSMENT TOOL TO FACILLITATE FORMATIVE ASSESSMENT WITY YOUR STUDENTS? (MARK ONE)
    • Table IF YOU ARE USING FORMATIVE ASSESSMENT, WHAT IS YOUR PRIMARY PURPOSE IN DOING SO? (MARK ALL THAT APPLY)
    • Table IS ANY OF THE MATH ASSESSMENT YOU ARE DOING COMPUTER BASED? (MARK ALL THAT APPLY)
    • Table DOES YOUR DISTRICT OR STATE ADMINISTER A HIGH STAKES TEST IN MATHEMATICS WHICH IS INTENDED TO DETERMINE WHICH STUDENTS CAN BE PROMOTED OR GRADUATED? (MARK ONE)
    • Table PLEASE INDICATE THE SKILLS/TOPICS WITH WHICH YOU FIND THAT CHILDREN HAVE THE MOST DIFFICULTY? (MARK ONLY THE TWO OR THREE MOST DIFFICULT FOR YOUR GRADE LEVEL)
    • Table IF YOU USE CALCULATORS, HOW DO YOU USE THEM MOST OF THE TIME? (MARK ALL THAT APPLY)
    • Table ABOUT HOW FREQUENTLY DO YOU USE MATH RELATED SOFTWARE WITH YOUR CHILDREN? (MARK ONE)
    • Table DO YOU USE COMPREHENSIVE COURSEWARE FROM ANY OF THE FOLLOWING PUBLISHERS AS PART OF YOUR MATH INSTRUCTIONAL PROGRAM? (MARK ALL THAT APPLY) Total Answering
    • Table DOES YOUR CLASSROOM CURRENTLY USE ANY ONLINE SERVICE TO ASSIST WITH MATH INSTRUCTION? (MARK ONE)
    • Table PREASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER? (MARK ONLY YOUR TOP THREE)
    • Table ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS (EXCLUDING CORE TEXTBOOKS) PER CLASSROOM, INCLUDING FUNDS FROM THE SCHOOL BUDGET, PARENT ORGANIZATIONS...? (FILL IN ESTIMATES FOR EACH CATEGORY)

Abstract

Adoption and Open Territory States: Comparison of Basal Reading and Mathematics Textbook Usage Patterns


Simba Information's report, Adoption and Open Terrirtory States: Comparison of Basal Reading and Mathematics Textbook Usage Patterns, offers a comprehensive look at the U.S. K-12 education market for reading and mathematics instructional materials based on data culled from nationwide surveys of school districts’ spending and product preferences. This study is prepared by Education Market Research and especially targeted to education resource developers with data on enrollment, funding, expenditures and industry sales estimates based on survey results from U.S. school districts, administrators and teachers.

This report provides an objective look at the highly lucrative elementary reading market segment based on the results of a detailed survey that was mailed in spring 2007 to 20,000 classroom teachers,reading teachers, principals and district curriculum/instruction supervisors. The mathematics market segment is based on results of a detailed survey that was mailed in spring 2008 to 18,000 math curriculum supervisors, classroom teachers, math teachers and math department chairs. The results were analyzed by job title, grade level and geographic region to pinpoint the most profitable strategies for product developers and marketers of instructional materials to consider pursuing as they prepare for upcoming adoptions. 

Unlike earlier versions of this report, Adoption and Open Territory States includes the key similarities and differences Education Market Research discovered between adoption and non-adoption states, and between the large states of California, Texas, Florida and New York. The report also addresses educators’ dependence on, choice and use of basal series for reading and mathematics.

Also included with the report are tables of responses to all of EMR's Reading and Mathematics survey questions broken out by adoption vs. open territory states, and the four big states.

If you’re an instructional materials developer in today’s educational publishing industry, you know the pressure is on more than ever to know your customers in order to reach not just the district, but also the building and classroom level of granularity and detail. This report gives you original empirical data from educators themselves. See how they rank the products they use and the effectiveness of the publishers who provide them.


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