learn important mathematics, science, and technology concepts and skills.
The Framework questions (see Figure 3–3) offer guidance in studying the influence of standards on curriculum and instructional materials by focusing inquiry into matters such as:
How has the curriculum component of the education system responded to the introduction of nationally developed standards?
How are these standards being received and interpreted by states as they work on their own standards, by curriculum developers who are designing instructional materials, by districts who are making decisions about K-12 curriculum programs and choosing instructional resources, and by teachers as they plan instruction and work with their students?
What actions have been taken by states, district administrators, teachers, and textbook publishers to enact curriculum-related policies and practices that support the nationally developed standards?
To what extent is the curriculum in schools and districts aligned with the nationally developed standards?
To what extent are teachers teaching the content described in the standards and do they have the materials to do so in the ways the standards intended?
To what extent are all students given access to curriculum consistent with the standards?
And finally, who is being affected and how? Do all students have ample opportunity to learn the core content? Do they have adequate resources and support to aid them in learning that content?
Studies that explore answers to such questions will inform the two overarching questions: How has the system responded to the introduction of nationally developed mathematics, science, and technology standards? and What are the consequences for student learning?