The following discussion is based on a study of curriculum upgrading by states, districts, and schools in response to these calls for reform. We have studied a relatively specific school output: the nature and quality of the mathematics and science curriculum as offered by teachers and experienced by students. We recognize that much education policymaking occurs piecemeal over time, with each piece motivated by a different purpose. From the perspective of the classroom, the pieces often appear disjointed and fragmented, with no coherent message. Thus, despite our somewhat rational and linear approach to describing and analyzing policy initiatives and their effects, we recognize that, at least to date, education policymaking has been far from rational and linear (though the calls for systemic reform may change this in the future).
Source: https://ebookschoice.com/identifying-district-policy-aimed-at-upgrading-math-and-science-curriculum/
