ERIC Number: ED374571
Record Type: RIE
Publication Date: 1994-Apr
On the Design and Purposes of State Curriculum Guides: A Comparison of Mathematics and Social Studies Guides from Four States.
Only in the last several years have state curriculum guides become prominent in education reform discourse and policy. This paper focuses on the organization and content of curriculum guides in four states regarded as leaders in education reform--Florida, Texas, California, and New York--in an effort to develop a way of comparing and contrasting various state approaches to the design of such documents. The review focuses on the rationales and degrees of prescriptiveness in secondary education curriculum guides for mathematics and social studies. A conclusion is that state leadership in education reform is not well served by curriculum guides that embody no clear rationale or standards. Clear, detailed, and well -organized guides may be an effective instrument of reform if they are part of a coherent policy framework. However, to have impact, they must have curricular validity in the eyes of local educators. The state must also provide significant support and incentives. The question of whether guides can substantively improve curriculum and instruction remains unanswered. Four figures and a list of state curriculum resources are included. (LMI)
Descriptors: Content Analysis, Curriculum Design, Curriculum Development, Educational Policy, Mathematics Curriculum, Secondary Education, Social Studies, State Curriculum Guides, State Standards
Consortium for Policy Research in Education, Carriage House at the Eagleton Institute of Politics, Rutgers University, 86 Clifton, Avenue, New Brunswick, NJ 08901-1568, Attn: Publications ($10 prepaid).
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, New Brunswick, NJ.