ERIC Number: EJ1259538
Record Type: Journal
Publication Date: 2020
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
The Formalized Processes Districts Use to Evaluate Mathematics Textbooks
Polikoff, Morgan S.; Campbell, Shauna E.; Rabovsky, Sarah; Koedel, Cory; Le, Quynh Tien; Hardaway, Tenice; Gasparian, Hovanes
Journal of Curriculum Studies, v52 n4 p451-477 2020
Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. The purpose of this paper is to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We use interviews with district leaders in a stratified random sample of 34 California school districts. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high-quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula.
Descriptors: School Districts, Textbook Evaluation, Evaluation Methods, Mathematics Education, Mathematics Instruction, School District Size, Technology Uses in Education, English Language Learners, State Policy, Mathematics Curriculum, Textbook Standards, Common Core State Standards, Selection Criteria
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A