A novel explanation of centralization and decentralization

Third International Math and Science Study (TIMSS) indicates that national education systems with centralized organizations outperform decentralized systems. This is an important finding especially for education systems like Iran with pronounced inclinations towards decentralization. The main reason for inadequate performance of students is prevalently thought to be attributable to the centralized character of the education system in Iran. It seems as if many countries share this perception and think of decentralization as a solution to all the ills of their education system. This is while looking upon such a policy as an all out solution or panacea is nothing more than an illusion.This article deals first with the objectives sought by decentralization and discusses its levels and kinds. Next, the authors attend to the analysis of a recent policy and the resulting outcomes of decentralization in the United States in the field of mathematics curriculum. The analysis takes into consideration the political climate surrounding this particular incident of decentralization and reaches the conclusion affirming the proposition stated above.