1. The program can be successfully implemented, adopted, or adapted in multiple educational settings.

  2. The program's learning goals reflect the vision promoted in national standards in science education.

  3. The program addresses important individual and societal needs.

  4. The program's assessment system helps teachers select or modify activities to meet learning needs.

The detailed criteria are available on the DoEd's website and can be used by state or local review teams for evaluation guidance (DoEd, 1997c). The DoEd plans to publish lists of programs that meet its criteria at the promising or exemplary levels. The designation of exemplary will require evidence of effectiveness and success.

CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERING EDUCATION

The National Research Council's Center for Science, Mathematics, and Engineering Education (CMSEE) has published other reports that encourage the thoughtful selection of instructional materials aligned with standards. CMSEE's Committee on Science Education K-12 and the Mathematical Sciences Education Board will jointly publish Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (NRC, 1999a). As stated in that report, its purpose "is to assist those who are responsible for making decisions about curriculum with the process of improving the coherence of mathematics and science curriculum programs." The report focuses on ways states and local school districts can develop, or adopt and transform standards into a logical, grade-by-grade curriculum. It recognizes that one aspect of curriculum development must be the selection of appropriate instructional materials, materials that can support the grade-by-grade goals for student learning according to the pedagogical approaches embodied in the curriculum. Moreover, it emphasizes that the process of developing a curriculum program must be flexible while it considers the interplay between the curriculum itself and the instructional materials available to support the curriculum. Such flexibility is required to assure coherence throughout K-12 instruction, while limiting the need for individual states or school districts to undertake the challenging and costly job of developing new instructional materials to match its chosen curriculum program. The report discusses some general guidelines for the work of selecting instructional materials and emphasizes the



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