In a study by Burkhauser and Lesaux (2017); while the teacher-participants sought materials that would ultimately make the curriculum more accessible to their struggling and ELL students, the driving factor was not necessarily student-first, but curriculum-first and in response to pressure from principals to increase standardized test scores (p.305).
In a study by Valencia et al (2006), all four participants stated the prescribed or mandated district curriculum as a reference for selecting materials. This included either supporting the basal programs in place, the adopted state standards, or content-area frameworks designed by curriculum committees at the district-level.
Middle and secondary teachers were found to select materials that specifically addressed or achieved learning objectives in their curriculum (Grossman & Thompson, 2008).