ERIC Number: ED317525
Record Type: RIE
Publication Date: 1990-Jan
Reference Count: N/A
The Interplay between State and District Guidelines for Curriculum Reform in Elementary Schools. Elementary Subjects Center Series No. 13.
Cantlon, Danise; And Others
Curriculum guidelines are initiated at both state and district levels. This paper explores the interplay between curriculum policies designed at the local level and those developed at the state level by examining the policy environments in two districts each in Florida, Michigan, and California. The authors suggest that two types of interactive models define the state-district relationship: (1) district autonomy/compromise; and (2) district compliance/augmentation. Districts that adopt the district autonomy/compromise model have sufficient resources and commitment to design their own independent curriculum guidelines focusing on local needs and priorities. In contrast, districts that use the compliance/augmentation model generally implement state-level policies yet sometimes go beyond these recommendations with district-devised initiatives. (Author)
Descriptors: Curriculum Development, Elementary Education, Elementary School Curriculum, Policy Formation, School District Autonomy, School Districts, State Curriculum Guides, State School District Relationship
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, E. Lansing, MI 48824 ($3.25).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.