This paper addresses a decline in educational standards and discusses the role of curriculum. After defining the problem, it presents the evidence, pointing to the following factors: (1) decreasing student achievement after the fourth or fifth grade; (2) a curriculum that reflects and perpetuates this decline, e.g., by setting course requirements too low and/or failing to offer advanced courses because few students elect to take them; and (3) "watered down" or simplified texts which are often the major source from which students learn. The paper outlines the following current proposals for minimum basic curricula: (1) the Carnegie Approach; (2) the Paideia Proposal; and (3) a core curriculum organized around a series of learning outcomes. The paper concludes by reviewing the following policy options: (1) a state-mandated core curriculum, including computer education and community service requirements; (2) local plans with state approval; (3) no promotion without academic proficiency; (4) textbook review and recommendations; (5) more time spent on basic academic subjects; (6) involvement of parents in the raising of standards; (7) rewarding excellence; (8) integrating curriculum and the world of work; (9) reducing the choice of electives; and (10) linking extra-curricular activities to academic achievement. (LHW)