During the 1990s discipline-specific associations have attempted to reform education with a variety of visions and standards. Most of these efforts have been independent of one another with minimal cross-curricular input on one another's steering committees and working groups. In some cases there appears to be explicit collaboration between related associations, whereas others do not appear to have been collaborative. This paper analyzes the resulting reform documents from a cross-curricular elementary school perspective. The procedural design of this document analysis involves three parts: (1) a synthesis of the recent elementary school reform, implementation, and planned change literature to develop an analysis framework; (2) application of the framework to the Year 2000 reform (1988-1995) in British Columbia to validate the framework; and (3) application of the framework to the current reform documents. The framework utilized a biological metaphor: elementary school as an ecosystem, elementary classroom as an ecosubsystem; teachers and students as organisms, teaching and learning niches; and education reform as evolution. The Year 2000 case study confirmed the utility of the framework. Application of the framework to current reforms in the United States revealed common learning and pedagogical attributes such as literacy, critical thinking, constructivism, and authentic assessment. Contains 41 references. (Author/PVD)