I've been on a few textbook selection committees over the years. In the last 10-12 years, there's been a real push to force the selection of certain texts.
Why? I honestly don't know, but I believe that it is a very concerted effort.
Typically teachers are invited to evaluate the texts, but most likely the documents used to collect and organize the information are so skewed, that a text lacking conten will surely win out.
During the last text adoption, I decided which text was best first, then I filled in the scoring guide so it had the highest possibe marks in all categories and all the other texts ranked extremely low.
I just refused to rate them according to the "criteria" listed because it was so bizarre!
Content and coherence were only part of a very small category that was weighted lightly overall. There was no way the evaluation sheet could bring a text with quality content to the forefront.
It was totally ridiculous!
I'm sure that these teachers are going through a similar experience.
This is how curriculum leaders, who typically don't know the subject, drive the selection process - they place the focus on all the other "stuff"
The parents and the school board members should just ask individual teachers DIRECTLY which text/program they believe is best for the students.
This is another example of the anti-knowledge character of public schools: one curriculum director, certified to teach one subject & one subject only, is deemed competent to choose curricula in every subject taught.
Private & parochial schools & universities don't function this way. Authority over curricular choices belongs to departments.
My impression is that the position of "curriculum director" is a growing specialty in K-12.
Is that right?
Is this a change?