In recent years, textbooks have been widely criticized for low standards, lack of imaginativeness, and insensitivity to racial and gender issues. Increasingly, they are cited as another weak link in American public education. This book goes beyond the headlines to examine how textbooks are produced, how they are selected, and what pressures are placed on textbook authors and publishers. The book focuses on the relationship of the textbook to the educational system and includes important issues such as the politics of textbook policy, the determinants of textbook content, the role of textbooks in educational reform, and the process of selection at the state level. The authors offer current research on textbook policy including perspectives from those directly involved with textbooks-from several thoughtful analyses by textbook editors and publishers to the views of California’s Superintendent of Public Instruction.