According to a state administrator, the framework is intended as a manifesto and guide for curriculum developers, not for teachers and the general public. Revision plans for the 1993-94 school year were abandoned because the Department's goals and objectives were seen as still being consistent with the 1987 framework. Instead, the CDE has decided to focus on areas of the existing framework that were insufficiently developed or were difficult for teachers to work with, and has provided supplementary monographs in these areas. For example, based on feedback from the schools, the CDE concluded that the framework gave inadequate attention to early literacy instruction, especially for children who do not come from literacy-rich environments prior to school. In addition, the emphasis on meaning and whole language instruction was misinterpreted by some to mean there should be no phonics instruction.
New publications argue instead for a balanced approach.
Alignment of Other State Policy Components Instructional Materials. California is a textbook adoption state. For grades kindergarten through eight, textbook monies from the state can be spent only on state-adopted textbooks. The state has used the textbook selection process as a vehicle for trying to align the content of instructional materials with the state's curricular frameworks. Yet, few mathematics texts are currently aligned with the 1985 mathematics framework.