ERIC Number: ED415137
Record Type: Non-Journal
Publication Date: 1996-Sep
Reference Count: N/A
Current Trends in State Curriculum Reform: A Comparison of Two Opposing National Models.
Stetson, Elton G.
This reports presents a detailed description of curriculum reform efforts in four states that exemplify particular approaches to developing curriculum. In California and South Carolina, curriculum standards are influenced most heavily by subject-matter professionals through a top-down process; the lay public is asked to review and make recommended changes only after the standards are drafted. In Vermont and Kentucky, development of core curriculum begins with the lay public in statewide forums, with drafting committees then formed at the state level to translate those recommendations into curriculum standards. These two approaches to curriculum development are highlighted in the report. The paper identifies the two approaches as an intellectual elite approach (California and South Carolina) and a populist approach (Kentucky and Vermont). Five mechanisms that state level governing bodies could use to promote and support what schools do to improve academic learning include: 1) provide incentives to encourage the planning and implementation of reform; 2) contribute knowledge to the school reform process; 3) help focus schools' attention on desired learning outcomes and provide feedback; 4) provide assistance to schools wanting to redesign programs to improve student learning; and 5) replace traditional regulations imposed at the state level by assessment systems that hold schools accountable for student achievement (Lusi, 1994). (Contains 33 references.) (EH)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: California; Kentucky; South Carolina; Vermont