Differentiate, Don't Standardize.

NATIONAL curriculum; COLLEGE entrance examinations; HIGH school dropouts; ALGEBRA education in secondary schools; STANDARDIZATION; INDIVIDUALIZED instruction

The author notes that the U.S. has a de facto national curriculum for the college-bound, based on mutual efforts by textbook publishers, college and universities and the college entrance tests. He notes that this has not reduced the high school dropout rate. He sees courses labeled algebra that are not algebra because everyone is required to take algebra. He argues for differentiation instead of standardization, meaning offering a greater variety of courses and working on their quality.