ERIC Number: ED335753
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Examining the Evidence: Have States Eliminated Local Control of the Curriculum?
Tyree, Alexander K., Jr.
Findings reported in this paper derive from data in state curriculum documents, reports, and phone interviews with state officials in New York, California, Florida, and Texas. Evidence from the burgeoning state-level curriculum control systems for high school mathematics and social studies in these states suggests that both advocates and critics of state top-down reforms might be exaggerating the effects of state curriculum policies. When analyzed in terms of prescriptiveness, consistency, authority, and power, these state curriculum control policies seem to leave considerable discretion to school districts, schools, and teachers. All four states present unfinished pictures of curriculum control and have yet to link all the curriculum policies. Only California and Texas have linked curriculum policies consciously around their curriculum guidelines. New York, the most prescriptive state, specifies content and skills at the unit level for required courses. California prescribes subject content and student skills in curriculum guidelines more generally. Texas' and Florida's prescriptions are limited mainly to identifying desired basic skills loosely connected with various courses. States might not have achieved the uniformly high authority necessary to claim pervasive influence on practice. Five data tables support observations and conclusions. (6 references) (MLH)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Sponsor: Center for Policy Research in Education.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: California; Curriculum Management; Florida; New York; Texas
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).