• Policymakers should help school districts by clarifying how to better comply with the state statute that requires them to host certain instructional materials online; this clarity can help parents looking for information about what their students are learning.
• The state school board should offer guidance and best practices for how districts should host curriculum information on their websites so that parents can have the best user experience possible.

​Sutherland Institute recently released a list of school districts that have earned our Partners in Learning certificate for excelling at sharing curriculum information on their websites.

In April, we announced the Partners in Learning Certificate program to encourage districts to improve how they share curriculum information online to help parents.

The good news is that 16 school districts qualified for the certificate this first round: Alpine, Box Elder, Cache County, Davis, Duchesne County, Granite, Jordan, Kane County, Logan City, Murray, Nebo, Salt Lake, Sevier, South Sanpete, Washington County, and Weber. Another 13 earned an honorable mention, meaning that with one or two changes, they, too, could qualify for the certificate. Another 12 districts would need more significant improvement to qualify.

While contacting districts and reviewing websites, we identified several areas of reform that policymakers should consider.

Clarify statutory language

Policymakers should help school districts by clarifying how to better comply with state statute, which currently requires local school boards (and charters) to “include on the school district’s website information about how to access the [instructional material that the school district uses].” The statute also says these materials must be “readily accessible and available for parents to view.”

In general, the language in this section seems ambiguous and broad. It doesn’t say that the instructional material has to be found directly online or how the “information about how to access” it should be displayed. As a result, while reviewing individual district websites, we saw districts attempting to fulfill this requirement in varying ways, resulting in a mishmash landscape with inconsistent standards that lack uniformity across the state. While local control and flexibility are strengths, without specificity or consistency, parents are left to fend for themselves and may struggle to know precisely how to find what they seek.

In 2021, in the wake of the pandemic, when so much of education had rapidly shifted to online learning, the Legislature instituted this requirement with intentionally broad language to create minimum guidelines to help parents understand what was happening in their child’s classroom.

But as we have continued to refine online learning and involve parents more in their child’s education, it has become apparent that more clarity is necessary to create a robust standard that helps parents find curriculum materials when they sincerely attempt to be involved in their child’s learning.

At the very least, the law could offer limited specifics of how this information ought to be displayed on websites, such as hosting a written notice describing how to access the district’s instructional material, along with contact information for whom to contact at the district to initiate the opportunity to view it, or a dedicated curriculum webpage where other helpful details are hosted.

In this case, increased clarity in this statute would better meet the objective of supporting parents in a world of increasingly remote education.

Create state guidance and resources to help districts improve websites

The state school board can play a crucial role in guiding districts to enhance their approach to sharing curriculum information on their websites.

During our review, school districts asked us thoughtful questions throughout the process, including whether there was a model website to use as a template, how to navigate copyright issues related to sharing curriculum information, and seeking clarity on the relevant statute.

The state board of education should assess the best practices available on these topics and offer the resources many of these districts lack.

In recent years, Utah has strengthened its commitment to the parent-teacher (or in this case, the parent-education system) relationship, hosting a parent portal and employing a parent liaison and education engagement specialist to help parents engage with the education system.

The state should elevate this ongoing effort by surveying parents’ desires for more online access to curriculum and incorporating that feedback into ongoing reforms.

Sutherland/Y2 Analytics polling data in the fall of 2024 suggests many parents still don’t feel they have full access to curriculum. With relevant resources from the board, districts would feel empowered to share more about curriculum on their websites without fear of running into risks like copyright issues or practical hurdles parents may still experience.

Furthermore, districts must sign an annual LEA Compliance and Assurance Checklist to ensure they meet state and federal requirements. While the list is extensive, it’s not exhaustive.

For instance, there is no clear notice on the 2025-2026 list that districts need to post this information on the website (though it does remind districts to create a policy for selecting and reconsidering instructional materials and that districts might provide notice of library platforms to show what materials students check out). This requirement should be added to the checklist to increase awareness of its importance.

The ideal is that districts would be fully aware and supported in making useful information about curriculum easily accessible on their websites.

School Districts need to prioritize parental involvement in education

Throughout our research, we contacted every school district across the state. Many administrators say they are willing and eager to work closely with parents to improve the educational experience for Utah students. Because the current level of collaboration and transparency in practice leaves something to be desired, we urge districts to prioritize access to curriculum on their websites to strengthen relationships with parents.

We recognize the many requirements that districts face and the finite resources available to meet them, but districts must allocate time and funding to the most critical issues: fostering a partnership with parents through transparency and access ought to be among them.

Publishing curriculum information is not simply another checklist item or burden on administrators; it is a significant force multiplier that can improve parent-teacher relations and foster trust. When parents and teachers work collaboratively, education outcomes improve.