ERIC Number: ED343206
Record Type: RIE
Publication Date: 1991-Dec
Reference Count: N/A
The Potential Strength of State Curriculum Control Systems: Four Case studies.
Tyree, Alexander K., Jr.
Characteristics related to the potential strength of state curriculum control policies in California, Florida, New York, and Texas are described in this report. Each of these states has recently strengthened its influence over the high school curriculum. This report examines the strength of the state policies that: (1) define the high school curriculum; (2) address student graduation course requirements; (3) test student knowledge of the curriculum; (4) address teacher certification and staff development; (5) evaluate the quality of schools; (6) create information management systems bearing on the quality of education; (7) control the selection of educational materials; and (8) press for greater control of the curriculum in other unique ways. State policies are examined in terms of consistency, prescriptiveness, authority, and power. Consistency describes both the internal consistency of a particular policy and the external consistency among different state policies. Prescriptiveness is defined as the specificity and extensiveness of a policy in directing teaching decisions. Authority is based on law, expertise, social norms or support from charismatic individuals, or some combination of these. Power stems from rewards and sanctions. Information contained in the case studies comes from documents provided by each state and interviews with state officials. (9 references) (MLF)
Descriptors: Case Studies, Curriculum, Curriculum Research, Educational Assessment, Educational Policy, Educational Testing, Graduation Requirements, High Schools, Information Systems, Media Selection, Public Schools, State Curriculum Guides, State School District Relationship, State Standards, Teacher Certification
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.; Center for Policy Research in Education.
Identifiers: California; Florida; New York; Texas