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Have You Ever Wondered How Instructional Materials Are Selected for State Adoption?
by the CMC Executive Board
The
choice of instructional materials is important for the more than 5
million students attending over 8000 public schools throughout our
state, and to their parents and teachers. The California Education Code
mandates that the State Board of Education approve new mathematics
materials for adoption by March 2001. This is a primary adoption
for mathematics, that is, it is the first adoption of K-8 materials
following approval of a new state Mathematics Curriculum Framework,
with a follow-up adoption to be scheduled in several years. (There is no state adoption for high school textbooks).
It is vital that educators be involved in
decisions about mathematics textbooks and that objective and
professional deliberation occur during the state adoption process.
Moreover, it is important for districts and teachers to become
knowledgeable of the adoption process, and to be aware that there are
several options for selecting and purchasing mathematics programs.
California’s Education Code specifies a
3-step process for adopting instructional materials for its students:
legal compliance review, public review and comment, and education
content review. This process has as its goal the alignment of standards
with curriculum, materials, and assessment. Following approval of the
state Framework, textbook publishers are customarily allowed a 30-month
period to develop and submit their programs for consideration. The
state Curriculum Commission is in charge of the Education Content
review, according to evaluation criteria they develop.
Two panels are appointed by the State Board
of Education to examine the submitted materials—the Instructional
Materials Advisory Panel (IMAP) and the Content Review Panel (CRP).
Both panels receive training regarding the review process, so that
ultimately only instructional materials that support state standards
are selected. This process, as defined in the Department of Education
Fact Book 2000, is straight forward and has clear expectations for the
IMAP and CRP members:
‘The CRP provides a report and recommendation on each submission
pertaining to content only. The IMAP prepares a response and
recommendations on whether programs should be adopted, based on
considerations of all the elements of the criteria. The IMAPs’ and
CRPs’ recommendations are forwarded to the Curriculum Commission. The
Commission then develops a written report containing its recommendation
on each submission.’
The State Board receives the Curriculum
Commission’s report and makes the final decisions about materials
adoption. A vote is scheduled for the February 2001 meeting to
determine which instructional materials will comprise the 2001
Mathematics Adoption list.
The state Education Code established an
Instructional Materials Fund (IMF) to allot funds to districts for
purchasing materials on the state adoption list. According to the
California Department of Education’s Fact Book:-
At least 70% of IMF funds must be spent on state-adopted instructional materials.
- Up to 30% of IMF funds may be spent on non-adopted instructional materials that have passed the state legal compliance review.
- Of the 30%, up to 5% of the total IMF funds may be spent on
any instructional material which has passed a state-level or
local-level legal compliance review; instructional television and
distance learning; tests; inservice training; and/or binding basic
textbooks.
The Department Fact Book also cites
provisions for flexibility in adoption. The 2001 adoption list will not
review or identify all of the mathematics programs available that have
the potential to meet the state mathematics standards.
‘Local agencies are encouraged to use this flexibility to purchase
materials that best assist students to meet or exceed the content
standards. Education Code Section 60200(h) permits local educational
agencies to petition the State Board for approval to spend up to 100%
of their K?8 IMF allocations on non-adopted instructional materials
that have passed state-level legal compliance review. The petition
process may NOT be used for instructional materials in a subject area
that is under current consideration for a primary adoption.’
Districts may be aware of other outstanding
instructional programs for students that are not on the state adoption
lists. In that instance, the District can purchase programs with monies
from Categorical programs (i.e., Title 1), its general fund, or any
grants it has received for that purpose.
When the 2001 Mathematics Adoption List is
published, it will be one of four lists that districts can refer to
when purchasing programs with state funds, the others being the 1994
Adoption List, the 1997 Interim Adoption List (until the year 2003),
and the AB 2519 adoption list approved by the State Board in 1999.
Schiff-Bustamante funds for purchase of new, standards-aligned
instructional materials can only be used for mathematics textbooks
listed under the AB 2519 adoption list and the upcoming 2001
Mathematics adoption list. Each year, for four years beginning in
1998?99, school districts will be entitled to funds allocated from a
$250 million fund for materials in reading/language arts, mathematics,
history-social science and science.
Mathematics Adoption Observations
Observers of recent Curriculum Commission proceedings are concerned
that fairness and impartiality be preserved throughout the 2001
mathematics adoption process.- The
30-month period for publishers to submit materials has been reduced to
24 months. This accelerated deadline for program development may yield
materials that have not been thoroughly piloted by the publishers.
- The
IMAP and CRP review committees do not represent a balance of K-12
educators. As a result, feedback from educators in the field to the
Commission will be limited. The adoption process, which theoretically
is designed to include input from all stakeholders, is potentially
compromised.
- While the responsibilities for those on the IMAPs
and CRPs is clearly delineated by the Commission, arbitrary changes,
which were not publicly noted, have been made regarding the
qualifications for Content Review Panel applicants. Excluding
applicants holding a PhD degree in Mathematics Education in favor of
university mathematicians with limited or no experience in K-12
education is a matter of great concern to those who spent considerable
time and effort compiling their applications to serve, with
expectations that their professional credentials would be reviewed in
good faith.
- According to the Education Code, the IMAPs, CRPs,
and the Curriculum Commission all serve in an advisory capacity to the
State Board of Education. Since 1995, input from advisory groups has
been dismissed by the State Board. This unfortunate practice further
limits the input of the education community and reflects a loss in
terms of volunteer service hours and taxpayer expense. Perhaps the
current mathematics adoption process will alter this precedent.
Recommendations
by the California Mathematics Council
The leadership of the California
Mathematics Council (CMC) is hopeful that all mathematics programs
submitted to the Curriculum Commission will undergo an objective and
professional review process. The decision to adopt materials ultimately
influences the quality of mathematics instructional materials selected
by school districts. A responsibility such as this must be undertaken
seriously and ethically. Therefore, the CMC leadership recommends: - The
documentation of a clear, detailed process for Instructional Materials
Adoptions. This policy should be made available to all interested in
the activities of the Curriculum Commission. Once developed, the
process should be followed by all, with any changes publicly debated
and publicly noted.
- Formal procedures should be established
for changing the materials review process. Any change should be subject
to public discussion, with input from all stakeholders. The consistent
use of an evaluation process for IMAP and CRP members would provide
additional suggestions for improvements.
- More K–12 educators
(teachers and administrators) need to be recruited for IMAPs and CRPs.
Their expertise in working with the children in our state must be
acknowledged. Professional organizations serve a unique role in
publicizing the need for educators in these advisory roles.
If you have any questions, please
contact CMC through our Home page: http://www.cmc-math.org; or
consult the California Department of Education’s web site
http://www.cde.ca.gov or the Curriculum Framework and Instructional Resources
Division at 916-657-3023.
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This Page was last updated: Saturday, March 6, 2004 at 11:57:40 AM
This page was originally posted: 7/6/2002; 11:30:14 PM.
Copyright 2008 cmcmath
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