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Learning List recently reviewed the quality and technology compatibility of Teachers' Curriculum Institute's (TCI's) Social Studies Alive! elementary program. We were not asked to review the material's alignment to any state social studies standards. Subscribing districts may request a review of the material to their state's standards. Social Studies Alive! is a comprehensive, curriculum designed to support social studies instruction for students in grades K-5. Materials are available in print and digital formats. The program intends to provide an engaging learning experience through interactive, inquiry-based lessons that include cross-curricular connections. Social Studies Alive!  grounds student learning in inquiry. Every unit includes an inquiry-based project, which requires students to use the inquiry process, and uniformly formatted lessons. Lessons provide interactive, inquiry-based activities that require students to study primary source documents, read critically, and draw conclusions. Instruction consistently makes connections to students’ lives and their local communities, presenting a variety of perspectives and narratives or people from all walks of life. Throughout the material, cross-curricular activities develop students' literacy skills. The teacher and student materials are accessible from the digital platform. The platform's teacher dashboard provides step-by-step instructions to help teachers plan lessons and monitor student progress. The dashboard also contains a variety of teacher resources to support instruction and successful implementation. Read Learning List’s editorial reviews to learn about the rigor of the material and the supports provided to help teachers differentiate instruction for special student populations. About Learning List Learning List provides a range of curriculum support services, including a low-cost, subscription instructional materials review service for schools and districts. Subscribers get access to reviews of more than 3,300 K-12 instructional materials and can submit additional materials for review at no additional charge. Contact Info@LearningList.com for information about our low-cost subscriptions.   About Teachers' Curriculum Institute We at Teachers’ Curriculum Institute (TCI) are classroom teachers and curriculum specialists committed to providing the best learning experience to students. We understand the complexities of the classroom and the importance of supporting differentiated teaching and learning needs. We believe that TCI has the capacity to make a difference in the lives of teachers and, by extension, their students. Contact us to learn more.

Instructional walkthroughs can become either a compliance routine or a high-leverage strategy for improving curriculum implementation. The difference lies in how leaders define “look-fors,” collect evidence, and use the results. Research on students’ daily assignments and classroom practice shows that many students still spend large portions of class time on work that is not grade-level appropriate or cognitively demanding (TNTP, The Opportunity Myth ). When designed intentionally, walkthrough data helps leadership teams identify and close opportunity gaps by examining whether teachers and students are engaging with adopted instructional materials at the intended level of rigor. Below are five practical tips for using instructional walkthrough data to ensure all students consistently experience grade-level appropriate, materials-aligned instruction. 1. Anchor Instructional Walkthrough Data in the Curriculum and Adopted Materials Before collecting data, establish a shared definition of materials-aligned instruction. Build your walkthrough tool directly from the instructional materials teachers are expected to use, including: Lesson-specific learning objectives Core texts or problems Instructional routines Required student products Effective walkthrough evidence is objective and curriculum-based. For example: “Students annotate the anchor text using the lesson’s guiding question.” “Students explain their reasoning using the lesson’s problem-solving model.” Grounding observations in the curriculum reduces the risk that walkthrough data includes subjective judgments about teaching style and keeps feedback focused on implementation quality (Harvard, Treating the “Instructional Core”: Education Rounds ). 2. Prioritize Grade-Level Rigor and Student Cognitive Work Materials alignment is not just about “using the book.” It is about ensuring students engage in the level of thinking the lesson was designed to produce. During walkthroughs, focus on what students are doing and the level of rigor required: What are students reading, writing, solving, or discussing right now? Does the task require analysis, explanation, modeling, or evidence-based reasoning? Are students using text, data, or problem context to justify their claims and reasoning? Do prompts and questions match the lesson’s intended cognitive demand, or have they been simplified? Pair classroom observation with a quick artifact review. For example, check two or three student responses, a notebook page, or an exit ticket. This matters because students can appear to do all assigned work and still miss grade-level learning opportunities if assignments and instructional routines do not maintain rigor. (TNTP, The Opportunity Myth ). Additionally, analyzing student actions and student work samples better prepares coaches to provide precise, actionable feedback. 3. Identify Systemic Patterns and Solutions A single walkthrough is a snapshot. Consistent walkthroughs during the month reveal patterns. Establish a routine with common tools, expectations, processes, and timelines. Over weeks, trends will emerge, such as: Students discuss but rarely cite textual evidence. Math tasks emphasize one-step problems over conceptual reasoning. Writing assignments prioritize completion over argument quality. When patterns surface, treat them as system-level challenges, not individual teacher problems. Patterns help leaders determine: What to model What to prioritize in PLCs Where curriculum supports need clarification Research underscores that reducing variation in student experience is essential for meaningful improvement at scale (Carnegie Foundation, Six Improvement Principles ). 4. Use Walkthrough Trends to Design Curriculum-Based Professional Learning Walkthrough data should directly inform coaching cycles and professional learning. When evidence shows consistent implementation challenges, design professional learning that is grounded in the instructional materials themselves. Research on effective professional development emphasizes that high-quality professional learning is: Content-focused Active and practice-based Sustained over time Connected directly to classroom implementation (Learning Policy Institute, Effective Teacher Professional Development ) Curriculum-based professional learning ensures teachers strengthen how they deliver grade-level content, not just general instructional strategies. 5. Close the Loop with Timely Feedback and Follow-Up Support Walkthroughs only improve instruction when leaders act on the data. Share trends quickly. Highlight bright spots. Offer one or two actionable next steps. Then schedule follow-up support. To build trust, keep communication consistent: “This is evidence about our system. Here’s how we’re going to support you.” Strong professional learning systems treat walkthrough data as a tool for improvement, not evaluation (Annenberg Institute, Building Better PL: How to Strengthen Teacher Learning ). Conclusion: Turning Walkthrough Data into Systemwide Improvement When instructional walkthroughs are anchored in adopted materials and focused on student cognitive work, they become a powerful lever for strengthening curriculum alignment at scale. The goal is not more walkthroughs. The goal is better evidence to provide better support. By using consistent tools, analyzing trends, and responding with curriculum-based coaching and professional learning, leaders can transform walkthrough data into coherent, systemwide improvement that benefits teachers, students, and the entire district.

Every classroom is full of diverse learners and even the best high-quality instructional materials (HQIM) require thoughtful adaptation to meet every student where they are. The goal is not to rewrite the curriculum. It is to use HQIM strategically so all students can access grade-level content through differentiated instruction and well-planned scaffolds. Below are six research-based strategies to help educators adapt materials effectively without losing rigor or alignment. 1. Know Your Students as Learners The foundation of differentiation is understanding who your students are. Effective adaptation begins with student readiness, interests, and learning profiles, not perceived deficits ( Tomlinson, 2017 ). When teachers focus on student strengths, they create entry points that build confidence and competence. 💡 Tip: Use student surveys, quick reflections, or formative tasks to identify interests and strengths that can be connected to lesson goals. 2. Internalize Lessons Before You Adapt Them Before adjusting a lesson, take time to internalize it,   to understand its purpose, sequence, scaffolds and routines. Deans for Impact (2023) describes internalization as “the intellectual preparation teachers do to ensure lessons are taught as designed and adjusted purposefully for student needs” and research shows it leads to more effective enactment of curriculum ( Deans for Impact, 2023 ) 💡Tip:  By studying model tasks, analyzing the learning progression, and anticipating student responses, teachers can make informed changes that preserve the lesson’s intent and ensure that all students master grade-level content. 3. Use a Universal Design for Learning (UDL) Lens Universal Design for Learning (UDL) encourages flexibility from the start by offering multiple means of engagement, representation, and expression. It is about anticipating learner variability and removing barriers before they appear. CAST (2022) defines UDL as “the proactive design of learning experiences to meet the variability of all learners.” For example, in a math lesson on linear equations, students might: Explore variable relationships through interactive graphing tools, Build visual models with manipulatives, or Watch a short video connecting equations to real-world data. 💡Tip:  Adapting lessons through a UDL framework helps educators anticipate barriers before they arise, reducing the need for reteaching or last-minute modifications. 4. Adjust and Scaffold Intentionally  Adapting materials does not mean watering them down. It means calibrating supports so every student can engage meaningfully. Effective scaffolding follows a gradual-release   model   that includes explicit modeling, guided practice, and independent application.   For example, in English Language Arts, vertically aligned standards progress from identifying textual evidence in middle school to analyzing how evidence supports an argument in high school. Teachers might model how to annotate a short passage for key details and think aloud about how evidence supports an argument.  Research shows that well-designed scaffolding helps students internalize strategies rather than mimic them ( Belland, Kim, & Walker, 2017 ). 5. Use Formative Assessment to Drive Adaptation Base every adaptation on evidence of student learning. Use exit tickets, short writing tasks, or quick verbal checks to monitor progress toward learning goals. Differentiated instruction frameworks emphasize ongoing assessment as the anchor for responsive teaching ( Tomlinson, 2017 ).  Formative data allows you to adjust scaffolds, groupings, or pacing with precision. 💡Small data points, collected consistently, lead to significant instructional insights. 6. Build Continuous Feedback Loops Implementing HQIM is not a one-and-done process. It is a process that grows stronger through reflection and collaboration. The University of North Carolina’s Effective Implementation Cohort found that structured reflection builds stronger ownership and greater consistency in the use of HQIM ( UNC FPG, 2024 ). Feedback loops support continuous improvement and sustained student success. 💡Tip: Regularly share insights about pacing, scaffolds, and student engagement with colleagues, and invite feedback from students as well. These conversations help identify what is working and where adjustments are needed. Bottom Line When adaptations are grounded in understanding both students   and curriculum design, they enhance instructional rigor rather than dilute it. By internalizing lessons, applying UDL principles, and responding to formative data, teachers ensure that every learner experiences the rigor,   relevance, and access that HQIM were designed to deliver.

Last week, President Obama and the U.S. Department of Education recognized just over 100 exemplary superintendents for their leadership in transitioning their districts to digital learning . Interestingly, 18 of the superintendents haled from California, nine from Texas, eight from Indiana and from Pennsylvania , seven from New Jersey, six from Virginia, and four from New York. The remaining attendees came from many other states. To be selected from a peer group of thousands is a most praiseworthy accomplishment. These visionary superintendents have every reason to be proud of themselves and the teams within their districts who are successfully implementing their vision. The “ ConnectED  to the Future” venue set the stage for the President’s announcement of the expansion of the ConnectedED initiative to bring high-speed broadband and wireless access to 99 percent of America’s schools by 2017. But the real import of this event was that it focused attention on the fact that having the technology infrastructure in place will not by itself help students learn. After the first laptop initiative was rolled out in Maine, the teachers (and students) were left asking, “Now what?” This meeting highlighted steps district leaders should take to meaningfully integrate technology into the teaching and learning process. The attending superintendents and several others who participated virtually signed the “ Future Ready Pledge ” and committed to engage in the following activities to foster a culture within their districts where teachers use high-quality digital content to personalize instruction and promote inquiry and creativity: Fostering and leading a culture of collaboration and digital citizenship; Transitioning schools and families to high-speed connectivity; Empowering educators with professional learning opportunities; Accelerating progress toward universal access to quality devices; Providing access to quality digital content; Creating access, equity, and excellence – particularly in rural, remote, and low-income districts; Offering digital tools to students and families to help them prepare for success in college; Sharing best practices and mentoring other districts in the transition to digital learning. While the ConnectedED initiative was a necessary first step, the Future Ready initiative emphasizes that transitioning our public schools to become centers of 21 st century learning requires building capacity in our teachers and students to use high-quality online instructional materials to personalize and thus propel learning. Learning List  helps district leaders fulfill the promise of the Future Ready pledge. Our detailed alignment reports and editorial reviews of instructional materials help educators select high-quality digital content that will engage and equip their students with the knowledge and skills they will need to succeed in college or the workforce. You can read more about the Future Ready initiative here . Or click here to commit to the Future Ready District Pledge.

Do your teachers need new middle school math resources? Take a look at Learning List’s review of Maneuvering the Middle. Maneuvering the Middle is a set of print-based math resources for students in grades 6-8 and Algebra I. The resources are organized on the Maneuvering the Middle website. The organization and structure of the material make it easy to use and implement. Materials include unit overviews, pacing calendars, guided notes, handouts, and a variety of activities and tests, organized by topic into eleven units. Most of the material is provided as printable PDF documents. Unit overviews provide guidance and tips for teachers, but a comprehensive teacher edition is not provided. Students work through numerous practice problems and participate in activities that allow them to develop their skills while working in collaborative groups. The material also includes three performance tasks. Learning List has conducted a standard-by-standard alignment analysis and a review of the quality of instruction delivered by this material. Read Learning List’s alignment review to understand the extent to which the material is aligned to the 6th - 8th grade math and Algebra I TEKS and our editorial review to learn whether the material adequately supports the specific learning needs of all students. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About Maneuvering the Middle* Maneuvering the Middle is an education blog with valuable tips for lesson planning, classroom technology, and math concepts in the middle school classroom. The Maneuvering the Middle curriculum was designed by teachers who struggled to find resources that engaged their students and met the standards. So they designed their own and changed the culture of their classrooms. *Information in this section is provided by or adapted from Maneuvering the Middle .

In our high-stakes testing and accountability environment, academic success is rooted in students’ mastery of the state standards. State standards dictate what students must know and be able to do by the end of each grade level. Preparing all students with the content knowledge and skills contained in the standards requires campus and district leaders to be focused on aligning instruction with the state standards. Have you built a culture of standards alignment in your district/on your campus? Consider your answers to these questions: Does the district have a written curriculum to guide the implementation of the standards? Does the district curriculum communicate the level of student performance that demonstrates mastery of the standards? Do central office curriculum staff provide training and support to help educators understand the standards deeply? Do professional learning communities' (PLCs) discussions focus on teaching and assessing mastery of the standards? Do teachers use the standards to guide what they want students to accomplish in each of their lessons? Do campus and district administrators focus on standards alignment during classroom observations? Do campus support staff (i.e., instructional coaches, resource/pull-out-teachers) provide guidance and/or assistance to classroom teachers to support differentiation and intervention? Before providing remedial support for struggling students, do campus support staff have planning time with the student’s teacher to support the continuity of instruction?  Is assessment data analyzed to inform instruction, professional development, and curriculum updates? For some students, standards mastery will come easily and keeping them engaged will require more rigorous instruction and activities.  For others, meeting the requirements of the standards will require daily struggle and additional support. The goal of preparing all students to progress to the next grade level may sound routine but in reality, it requires herculean effort by teachers and campus and district leaders. Building a culture of standards alignment will ensure that everyone is rowing in the same direction for the next school year.

Learning List has reviewed McGraw Hill’s AP (Chang) Chemistry, 12th Edition. The course is a comprehensive resource that supports instruction in high school Advanced Placement (AP) Chemistry courses. Content is available in print and digital formats with additional online resources. Chang Chemistry provides a straightforward introduction to the concepts, principles, and theories of chemistry through guided inquiry and problem solving activities. The text’s first chapter introduces core principles in the study of chemistry (e.g., states of matter, the scientific method) and strategies for chemical problem solving. Subsequent chapters address key concepts (e.g., acids and bases) while maintaining a strong connection to the College Board’s big ideas and essential knowledge statements. Each chapter begins with an outline of the chapter (i.e., section titles and page numbers), an “AP Big Ideas: A Look Ahead” feature, and a set of essential questions. Look Ahead introduces content in the context of the big ideas addressed by the chapter.  Essential questions reference the relevant essential knowledge statement(s) of the course framework (e.g., “What is a gas? 2.A.2”). Each chapter ends with practice problems reference the relevant chapter sections and require students to demonstrate quantitative reasoning, conceptual understanding, and critical thinking thinking skills. Some chapters include a “Chemical Mystery” activity that presents a real-world mystery for students to solve using chemistry skills (e.g., “Who Killed Napoleon?”). The activity begins with a short narrative explaining the mystery followed by a set of “Chemical Clues” for students to consider. About McGraw Hill Education* At McGraw-Hill Education, we believe that our contribution to unlocking a brighter future lies within the application of our deep understanding of how learning happens and how the mind develops. It exists where the science of learning meets the art of teaching. Our mission is to accelerate learning through intuitive, engaging, efficient and effective experiences – grounded in research. Educators have been and always will be at the core of the learning experience. The solutions we develop help educators impart their knowledge to students more efficiently. We believe that harnessing technology can enhance learning inside and outside of the classroom and deepen the connections between students and teachers to empower greater success. By partnering with educators around the globe, our learning engineers, content developers and pedagogical experts are developing increasingly open learning ecosystems that are proven to improve pass rates, elevate grades and increase engagement for each individual learner while improving outcomes for all. Information in this section is provided by or adapted from McGraw Hill Education . Subscribe to  Learning List  for access to the spec sheet, full editorial review and detailed alignment report for this material, and thousands of other widely used Pk-12 resources.

Learning List has reviewed Edvantage Interactive’s AP Chemistry 1 and AP Chemistry 2. The combined products comprise a comprehensive resource that supports instruction in Advanced Placement (AP) Chemistry courses. Content is available in print format with additional digital learning tools. Instruction addresses the College Board’s course framework for AP Chemistry with an emphasis on real-world problem solving linked to contemporary problems (e.g., buffering agents in over the counter medications). Content for AP Chemistry 1 and AP Chemistry 2 is organized in student worktexts for each chapter and accompanying “Online Study Guide” resources. AP Chemistry 1 is made up of nine chapters that cover the skills and processes of chemistry, matter, the mole, chemical change, chemical relationships and patterns, solution chemistry, gases, and organic chemistry. AP Chemistry 2 is made up of seven chapters that address reaction kinetics, chemical equilibrium, thermodynamics, solubility equilibrium, acid-base equilibrium, applications of acid-base reactions, and oxidation-reduction and its applications. Online Study Guide resources for each chapter include the “Traffic Light Study Guide,” “Study Notes,” “Video Solutions,” printable answer keys, and quizzes. The Traffic Light Study Guide is a printable student self-assessment tool. Study Notes are downloadable PowerPoint notes for each chapter section. Video Solutions provide step-by-step explanations of the solutions to problems. About Edvantage Interactive* AP Chemistry 1 and AP Chemistry 2 by Edvantage Interactive are designed to support the AP Chemistry student succeed in the course. Developed by teachers with proven success in teaching AP Chemistry and senior year Chemistry, the program combines the best of a textbook at the price of a workbook. Edvantage Interactive prints digitally so there is the opportunity to add up to 50 pages of teacher created content to the book and the cover image can also be changed to reflect the school, community or chemistry program at no additional charge. *Information in the section is provided by or adapted from Edvantage Interactive . Subscribe to Learning List for access to the spec sheet, full editorial review and alignment reports for these materials and thousands of other widely used PreK-12 resources.

CPM Educational Program’s Calculus is a comprehensive single-variable calculus text that supports instruction in Advanced Placement (AP) Calculus AB and AP Calculus BC courses. Resources are available in print and eBook formats. Learning List recently reviewed eBook materials for AP Calculus AB and BC.  Reviewers found the College Board’s big ideas, enduring understandings, and essential knowledge for AP Calculus AB and BC to be well addressed in course resources. Reviewers said that the course covers these concepts effectively in a rigorous, non-traditional format that requires students to investigate and connect new concepts and strategies. CPM’s Calculus non-traditional approach to presenting content does not include some familiar features of a mathematics text, such as an instructional narrative and example problems with step-by-step solutions. Instead, instruction emphasizes “Study Teams” made up of two to four students who work together to discover strategies and solutions. Teams work together to answer questions, justify their reasoning, and identify multiple solution strategies. The teachers’ role is to encourage students’ teamwork, facilitate discussions, and provide support when teams encounter questions they are unable to answer. Learning List’s reviewers noted that CPM’s inquiry-based approach to instruction facilitates the integration of the College Board’s Mathematical Practices for AP Calculus (MPACs), explaining that students use the MPACs each day in their work in Study Teams. Teacher resources include background and strategies (e.g., Math Chat) to support the implementation of Study Teams. Many lessons also include recorded podcasts, or “Mathcasts,” in which an expert teacher walks users through the lesson providing background information and suggesting teaching strategies. A “Teacher Support” appendix provides information about the course’s interactive math tools, links to each Mathcast video, printable resources for some lessons (e.g., polar graph paper), professional development information, SmartBoard files for each chapter, CPM Newsletters, and errata files. About CPM* CPM began as a grant-funded mathematics project in 1989 to write textbooks to help students understand mathematics and support teachers who use these materials. CPM Educational Program is now a nonprofit educational consortium of middle and high school teachers and university professors that offers a complete mathematics program for grades 6 through 12 (Calculus) designed to engage all students in learning mathematics through problem solving, reasoning, and communication. CPM’s Mission: CPM’s mission is to empower mathematics students and teachers through exemplary curriculum, professional development, and leadership. We recognize and foster teacher expertise and leadership in mathematics education. We engage all students in learning mathematics through problem solving, reasoning, and communication. CPM’s Vision: CPM envisions a world where mathematics is viewed as intriguing and useful, and is appreciated by all; where powerful mathematical thinking is an essential, universal, and desirable trait; and where people are empowered by mathematical problem-solving and reasoning to solve the world’s problems. *The content in this section is provided by or adapted from CPM. Subscribe to Learning List for access to full editorial reviews, alignment reports and spec sheets.

Is your district looking for materials to support writing skills? Take a look at Learning List’s reviews of the free version of NoRedInk. NoRedInk is a supplemental, fully digital English language arts program for students in grades 4-12. The program provides a free version and a subscription-based version. Learning List recently reviewed the free version of the program. The material focuses on developing students’ writing skills, and includes practice exercises, scaffolded writing activities, and assessments. The design of the program allows teachers can customize assignments, and students complete the work that teachers assign to them through the program. They receive immediate feedback and have access to brief tutorials and reteaching. The program is provided in English and is designed to support blended learning or a flipped classroom. Some, but not all, of the source texts required to respond to the writing prompts are included. Read Learning List’s Editorial Review to learn more about the ways in which NoRedInk supports the specific learning needs of students. Learning List has also completed a standard-by-standard review of the alignment of the material to the Texas Essential Knowledge and Skills (TEKS) and a review of the product’s technology compatibility. To access these reviews, contact Learning List for subscription information. About NoRedInk* NoRedInk’s mission is “to unlock every writer’s potential.” The company is “committed to helping students learn and helping teachers do their jobs better.” NoRedInk’s leadership team is comprised of educators, engineers, designers, and advocates. NoRedInk provides high-interest content, authentic assessments, blended learning, adaptive technology, and unlimited practice in a comprehensive curriculum. *Information in this section is provided by or adapted from NoRedInk .

Is your district offering African American Studies? Take a look at Learning List’s review of Houghton Mifflin Harcourt’s African American History. Houghton Mifflin Harcourt’s African American History is a comprehensive program designed to support the Texas high school African American Studies course. Content is available in print and digital formats, and is intended to support a semester-long course. The materials are available in English. Online resources are housed in Houghton Mifflin Harcourt’s Ed: Your Friend in Learning platform. The material focuses on providing resources to support students as they explore a historically-based representation of the role of African Americans in the development and history of the United States. Numerous resources support analysis of both primary and secondary sources. Student learning is extended through additional projects and ideas for enrichment. Substantial resources for instruction in blended learning environments are included on the Ed platform. Teachers can make assignments and monitor student progress through the platform. Read Learning List’s Editorial Review to learn more about the ways in which Houghton Mifflin Harcourt’s African American History supports the specific learning needs of students. Learning List has also completed a standard-by-standard review of the alignment of the material to the Texas Essential Knowledge and Skills (TEKS) and a review of the product’s technology compatibility. To access these reviews, contact Learning List for subscription information. About Houghton Mifflin Harcourt* Houghton Mifflin Harcourt is a global learning company committed to delivering integrated solutions that engage learners, empower educators and improve student outcomes. As a leading provider of K–12 core curriculum, supplemental solutions and professional learning services, HMH partners with educators and school districts to uncover solutions that unlock students’ potential and extend teachers’ capabilities. HMH serves more than 50 million students and 3 million educators in 150 countries, while its award-winning children's books, novels, non-fiction, and reference titles are enjoyed by readers throughout the world. Information in this section is provided by or adapted from Houghton Mifflin Harcourt.

Are your health teachers asking for new resources? Take a look at Learning List’s review of McGraw Hill’s Glencoe Health McGraw Hill’s Glencoe Health is a comprehensive program to support health instruction in high school. The product is available in English and Spanish, in both print and digital formats. The material intends to enable students to practice making healthy, informed decisions while learning important concepts and skills about their health. Throughout the program, students have numerous opportunities to develop critical thinking and decision-making skills and are consistently encouraged to talk to a parent or trusted adults about health matters. Materials to support instruction about sexual health and wellness are included within the core instruction The material provides instruction through video- and text-based content. Teachers can customize assessments and assignments, as well as grade assignments and provide students with feedback from within the platform. Students can submit most assignments online. Read Learning List’s Editorial Review to learn more about the ways in which Glencoe Health supports the specific learning needs of students. Learning List has also completed a standard-by-standard review of the alignment of the material to the Texas Essential Knowledge and Skills (TEKS) and a review of the product’s technology compatibility. To access these reviews, contact Learning List for subscription information. About McGraw Hill * McGraw-Hill Education’s mission is to accelerate learning through intuitive, engaging, efficient and effective experiences – grounded in research. By partnering with educators around the globe, McGraw-Hill learning engineers, content developers and pedagogical experts are developing increasingly open learning ecosystems that are proven to improve pass rates, elevate grades and increase engagement for each individual learner while improving outcomes for all. *Information in this section is provided by or adapted from McGraw Hill Education .