The interplay between state and district guidelines for curriculum reform in elementary schools

TLDR: This article explored 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.

Abstract: Curriculum guidelines are initiated at both state and district levels. This chapter 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: (a) district accommodation/compromise; and (b) district compliance/augmentation. Districts that adopt the district accommodation/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.