Abstract
We are pleased to respond to Westbury and Hsu's (1996) critique of our article State Control of the Curriculum and Classroom Instruction (Stevenson & Baker, 1991). There are two common replies to a re-analysis: argue that the critics made numerous mistakes, thereby undermining their case brick by brick until it collapses or argue that the critics misunderstood the initial argument and are lost in a conceptual thicket. We take another approach. Our main point is that we find the re-analysis of Westbury and Hsu useful and that their analysis actually strengthens, rather than contradicts, our general argument about the relationship between state control of the curriculum and classroom instruction. Our reply is organized into three sections: a brief description of our initial findings, an analysis of the methods and findings of Westbury and Hsu, and a few suggestions for future work.
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