Changes in textbook adoption policies in three states--North Carolina, Texas, and California--are examined in this paper, which analyzes major legislative or regulatory changes in the context of each state's educational improvement efforts. Findings indicate a growing conflict between advocates for statewide versus local responsibility for textbook selection. In North Carolina, state education officials have professionalized textbook selection in a top-down system, while the legislature has created a parallel system that works on an opposing principle--waivers from all state laws and regulations. Textbook selection in Texas has been democratized by placing teacher majorities on state "proclamation" and textbook selection committees. In California, the legislature has mandated a rolling adoption procedure that democratizes textbook selection and reduces political controversy. Although each state has maintained control over textbook adoption, legislatures have forced state agencies to share some decision-making responsibility with those who question the feasibility of statewide adoption. (LMI)