Despite increasing accountability requirements and a national call for transparency in public policy, Mid-Atlantic Region state education agencies indicate that they have little information about what instructional materials districts adopt. This report describes first-year results of an ongoing project to generate and share information on core texts, supplemental materials, and benchmark assessments adopted by districts in the Mid-Atlantic Region states for specific elementary, middle, and high school grade levels in English language arts, math, and science. The report also describes the organization of the results in an online, searchable database (http://www.relmid-atlantic.org/ci). Potential users of the database include state and local policymakers, practitioners, parents, voters, and researchers. Several findings emerge from analysis of the database. These are: (1) Few districts reported having adopted district-developed core text materials (0-2 percent in each grade and content area) or no core text materials (0-3 percent); (2) Depending on the grade and content area, 34-64 percent of reporting districts provided both the title and publisher of a single commercially developed core text; (3) Districts were most likely to report both the title and publisher of a core text in grade 4 math (64 percent) and algebra 1 (55 percent); and (4) As of March 1, 2010, the What Works Clearinghouse (WWC) had issued reports on studies of 15 of the instructional materials identified by districts in Mid-Atlantic Region states that had met WWC evidence standards with or without reservations. Appendices include: (1) Data sources and methods; (2) Sample introductory letter to chief school administrators; (3) Sample letter to curriculum directors, with enclosures; (4) Nonresponding districts; (5) Coding guide used by project team in year 1; (6) Revised coding guide for use in year 2; and (7) Database users guide. (Contains 2 boxes, 12 figures, 13 tables, and 3 notes.) [For the summary report, see ED514434.]