Curriculum Determination in Schools: Whose Voice Should Prevail?

The question of who should determine what is taught in schools

In elementary and secondary schools, the decision on what curriculum to follow is based on the preferences of multiple stakeholders, including parents, teachers, curriculum specialists, community members, and students. Local control is a crucial aspect of this process, as it allows for a tailored educational experience that can address the unique needs of each community and student. However, as our society becomes increasingly mobile, there is a need to strike a balance between local control and national standards.

The Importance of Local Control

Parents and taxpayers have the largest voice in determining what is taught in schools. They understand the local context and are closely connected to the schools in their communities. In contrast, state legislators, while important, should not have the power to impose their will through legislation. The preference for local control is evident in the clear stance taken by Americans that they want local control over their school districts. This democratic approach allows for a more personalized education that can better meet the needs of individual students and communities.

Addressing the Flaws of Local Control

Local control, while beneficial, has its challenges. One significant issue is the diversity in curricula across different school districts. For example, a third-grader in different parts of the country might learn different subjects, such as Texas history in Texas and Missouri history in Missouri. This can lead to inconsistencies and gaps in education. National standards like the Common Core provide a framework for a more consistent educational experience, ensuring that all third-graders learn the same fundamental concepts. This national standardization helps to address the issue of inconsistency, but still allows local districts to tailor the methods and materials used to fit their unique needs and cultural context.

The University Level: Academic Freedom and Course Offerings

At the university level, the determination of what is taught in courses is a matter of academic freedom. Department members should guide the curriculum and consider the viewpoints of other stakeholders, but ultimately, professors should have the flexibility to design their courses based on their expertise. Course offerings should be evaluated based on student demand. If a course receives a significant number of enrollments, it should be continued, whereas courses with few takers should be reconsidered or eliminated. This approach leverages the free market principle, ensuring that the most relevant and popular courses are offered.

By balancing local control with national standards and academic freedom at the university level, we can create a comprehensive and effective educational system that caters to both the diverse needs of individual communities and the broader educational goals of the nation.

Keywords: curriculum determination, local control, academic freedom