Context in this article is the victimization of teacher's in their purchase of textbooks. (RK)

Asserts that the move to create more challenging textbooks abandons the lower-ability students, resulting in high dropout rates. Cautions that all students will not naturally gravitate toward higher academic levels simply because standards and expectations are upgraded. (MM)

Discusses the problem school systems have in selecting textbooks that do not offend special interest groups but still address pertinent, possibly controversial, issues. (JC)

Suggests that those who evaluate textbooks for adoption in schools use a framework such as the one included, which examines writing style, tone, analogies and illustrations, sentence and paragraph coherence, headings and subheadings, and location of charts, graphs, and figures. (JC)