Having been down this road before, I'd like to share what those of us involved in the first round of precollege science curriculum reform learned from the experience. Change is evolutionary, not revolutionary . Curriculum reform cannot require entirely new teacher preparation or subject matter. The majority of secondary school teachers who will be in the classrooms early in the next century are already there. Curriculum reform has to incorporate them.
Real reform is a long-term proposition .
Also, while government and private sponsors customarily seek quick, measurable results, accurate program development takes years or even decades. Approach course design the same way you approach engineering design. Match the course to the incoming students, taking into account such factors as student interest and learning styles. Focus on outcomes. Use technology to motivate learning.