This paper, which is part of a larger comparative project, outlines a conceptual framework for studying large-scale education reform across political jurisdictions. A great deal of comparative work on education reform is now being done, but this work often lacks a clearly articulated conceptual frame. This paper, based on studies of change in five…

Content-driven systemic school reform emerged in recent years as a major policy alternative in the United States. Major reforms include the establishment of state curriculum frameworks, the development of student assessments, and the adoption of new textbooks tied to the curriculum frameworks. Because successful implementation of content-driven…

A study was conducted to determine the characteristics that key decision makers deem important for the curricula of Minnesota's technical institutes in the year 2000. The technical institutes in question are postsecondary institutions that offer both day school and adult extension programs. The study focused on the actual process of curriculum…

This report identifies key policy issues and recommendations to improve educational, social, and cultural experiences for all black learners in Minnesota by the Minnesota Curriculum Task Force on Educating the Black Learner. Recommendations at the state level include the following: (1) establishment of a State Board of Education (SBE) committee to…