The legal aspects of the public school curriculum

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sidney Chip Wayne Zullinger (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Joseph E. Bryson

Abstract: The purposes of this study were to: (1) analyze the statutes of the fifty states relating to curriculum imperatives; (2) analyze significant federal and state judicial decisions relative to curriculum issues; and (3) present research findings as guidelines for school boards, school administrators, and teachers, so that these guidelines can be used when making decisions regarding curricular issues that are both educational and sound. Predicated upon an analysis of the study, it can be concluded that the involvement of state legislative bodies in establishing the curriculum for local public schools is both widespread and varied. It is difficult to ascertain many similar ties or patterns in the state statutes. Relatively speaking, the legislators are more concerned with requiring or allowing for curriculum activities or courses that meet federal requirements (e.g., plans for the teaching of handicapped students); that have a patriotic flavor (Pledge of Allegiance, the study of state and federal constitutions, history, and government); that control or influence the materials and books that are used in the instructional program; that assures that citizens' general needs are met (moments of silence and prayer, drug and alcohol abuse, health and hygiene, etc.); and that insure the attainment of quality standards such as the number of credits required for graduation.

Additional Information

Language: English
Date: 1994
Educational law and legislation
Public schools $x Curricula

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