A Historical View of the IMRA Framework
The Texas Education Agency’s Instructional Materials Review and Approval (IMRA) process represents a shift from single-cycle textbook adoption to a cumulative and continuously expanding framework. The plan, approved by the State Board of Education (SBOE), outlines a coordinated multi-year schedule that runs through 2031. Each cycle builds upon the previous year, adding new subject areas while maintaining review of prior categories. This structure requires publishers to take a long-term view of content readiness, accessibility compliance, and product maintenance across multiple academic domains.
The first modern IMRA cycle was launched in 2024, featuring reviews of Mathematics, English Language Arts and Reading (ELAR), and Spanish Language Arts and Reading (SLAR) for grades K–5. Instructional materials approved in that cycle were introduced in classrooms during the 2025–26 school year. Each subsequent cycle extends subject coverage and deepens expectations for alignment with Texas Essential Knowledge and Skills (TEKS), accessibility standards under Section 508 and WCAG 2.1 AA, and evolving instructional quality rubrics.
Each IMRA cylce brings new subjects and refinements, creating an ecosystem that rewards consistent quality and compliance rather than one-time alignment efforts. Strategic monitoring of SBOE proceedings, legislation, and TEA guidance documents will enable publishers to position their materials for successful adoption in each successive cycle.
The 2024–2026 Phase: Foundational Cycles
IMRA 2024 and 2025 established the foundation of the state’s new adoption model.
- IMRA 2024 completed reviews of Mathematics K–12, ELAR K–5, SLAR K–5, and English/Spanish Phonics K–3.
- IMRA 2025 expanded slightly to include ELAR K–6, continuing Mathematics K–12, and Phonics K–3 as core subject areas
By IMRA 2026, the framework broadens to include Advanced Mathematics (6–8), Fine Arts, and Career and Technical Education (CTE Batch 1) alongside the recurring foundational subjects. These reviews will inform materials approved for classroom use in the 2027–28 academic year.
During this period, the state also emphasized greater accessibility integration and the expectation of third-party audits under WCAG 2.1 AA. For publishers, these cycles establish the precedent that each review builds upon the last. Content alignment, accessibility, and instructional coherence must be maintained and continually improved each year, rather than being redeveloped in isolation.
2027–2029: Expansion and Integration
From 2027 through 2029, IMRA cycles begin to integrate broader content areas and reinforce a cross-disciplinary structure:
- IMRA 2027 introduces Positive Character Traits and Languages Other Than English (LOTE), while continuing the review of Mathematics, ELAR, SLAR, and CTE for Batches 1 and 2.
- IMRA 2028 adds Religious Literature alongside the existing subjects.
- IMRA 2029 expands significantly to include Science K–12 and Social Studies K–12, marking the first time that all major academic domains will undergo concurrent review
Materials approved in IMRA 2029 will be implemented in classrooms during the 2030–31 school year. By this stage, publishers are expected to maintain cross-content consistency, including adherence to accessibility standards, digital architecture, and continuous updates that reflect legislative changes in literacy, STEM, and CTE education.
2030–2031: Comprehensive Review and Sustainability
The final phase of the published plan, covering IMRA 2030 and 2031, focuses on the integration of the full instructional system. These cycles will encompass all existing Tier-One subjects, as well as new areas such as Prekindergarten, Health K–12, and Physical Education K–12.
The inclusion of early learning and health-oriented content indicates that the IMRA framework is approaching a complete curriculum cycle, aligning Texas with a sustainable eight-year review model. Instructional materials approved in IMRA 2031 will be implemented in the 2032–33 school year, completing the first comprehensive IMRA sequence under the SBOE-approved structure
The Cumulative Model: Why It Matters
Unlike the former Proclamation-based system, which reviewed each subject in rotation, the IMRA model retains and re-examines previously approved content areas. This cumulative approach means publishers cannot treat a past approval as static. Each cycle introduces revised TEKS, updated rubrics, and new accessibility or data reporting requirements. Publishers must, therefore, maintain a version-controlled, adaptable product line that can be resubmitted or reverified without full redevelopment.
This system also creates opportunities for incremental improvement. Materials approved in earlier cycles can be updated and strengthened over time, provided they continue to conform to current TEKS and accessibility standards. Publishers that adopt internal monitoring systems tracking legislative updates, SBOE discussions, and rulemaking changes will be positioned to anticipate adjustments before they appear in a formal cycle posting.
The inclusion of early learning and health-oriented content indicates that the IMRA framework is approaching a complete curriculum cycle, aligning Texas with a sustainable eight-year review model. Instructional materials approved in IMRA 2031 will be implemented in the 2032–33 school year, completing the first comprehensive IMRA sequence under the SBOE-approved structure
Strategic Tools and Planning Practices
Long-term planning for IMRA participation requires a structured approach. Publishers should integrate the following practices into annual workflows:
1. Monitor SBOE Meetings and Agendas.
The Texas State Board of Education publishes IMRA-related updates, including rubric adjustments, through committee on instruction meetings. Attendance or regular monitoring of SBOE agenda packets ensures early awareness of content shifts or new policy adoptions.
2. Maintain a Multi-Year Submission Calendar.
Using the TEA multi-year plan as a reference, publishers can map production schedules against future submission dates. This practice allows for early development of alignment documentation, accessibility reviews, and evidence collection.
3. Develop Legislative Awareness.
Recent legislative actions—such as House Bill 1605 (2023), which established the IMRA system, and ongoing discussions regarding instructional quality funding and OER adoption—shape the review framework. Tracking bills through the Texas Legislature Online (TLO) site helps publishers anticipate procedural or policy shifts that could alter eligibility or rubric requirements.
4. Establish Continuous Accessibility Auditing.
With WCAG 2.1 AA and Section 508 compliance now integral to IMRA evaluation, publishers benefit from recurring internal audits verified by third-party reviewers rather than one-time corrections.
5. Leverage TEA and SBOE Public Resources.
TEA’s IMRA Reports Portal and Standards Alignment Breakout Documents provide models for TEKS interpretation and public reviewer feedback. These documents allow publishers to benchmark content design against approved exemplars.
Legislative and Policy Context
Texas’s shift to the IMRA framework was codified through House Bill 1605, which reorganized instructional materials policy under the Texas Education Code, emphasizing high-quality instructional materials (HQIM) and ongoing state review. The law also strengthened requirements for accessibility, bilingual equity, and transparency in local district adoption.
At the national level, discussions around AI in education, OER quality assurance, and federal accessibility enforcement under the Americans with Disabilities Act (ADA) continue to influence state-level implementation timelines. Future legislative sessions may refine the balance between proprietary and open-source instructional materials, particularly as the TEA OER program develops in parallel with IMRA cycles.
