However, what appears to be large increases in legal requirements at the state level resulted in relatively small increases in practice, due to pre-existing district and university requirements. Clune et al. do not think that the reforms will result in gains in work skills. Reforms may raise achievement scores in academic subjects but probably not to a large extent. In terms of policy design, means and ends have not been clearly related. Research has not been done on what sorts of mathematics and science courses are most useful for which purposes.
Research also needs to be done to determine the role of vocational education in reform.
Another area that needs to be researched is that of instruction for different kinds of students. Based on the analysis of their survey data, Clune et al. recommended that the curriculum should be aimed at higher-order learning objectives. Special attention needs to be paid to instruction for middle and low-achieving students. Related to this, there is need to change the attitudes of school personnel toward these students, eliminating the customary low expectations for such pupils. Different policy instruments need to be used for different purposes and groups of students rather than a few all-encompassing instruments.