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An LSC Project's Engagement with State Policy: The Indiana Story

Abstract

Although LSCs are "systemic" initiatives in that they serve whole school districts and align professional development with curricula and assessment, each lives within a larger context. When the project's goals, aims, or vision become out of sync with those promoted by their State or powerful political groups, differences must be negotiated. Such difficulties have perhaps been faced most directly by LSCs in states engaged in fierce debates over math curricula and standards. In this presentation from the Second Virtual Conference on Sustainabily of Systemic Change, held in May 2002, Bill Frascella shares his story about the "math war" that took place in the sate of Indiana.

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