Of course, even minor changes in curricula require leadership, and “the system” isn’t organized to provide it.  Those who understand the problems don’t make policy, and those who make policy don’t understand the problems.  Teachers are trained in particular disciplines, have no responsibility for the whole of which those disciplines are parts, and no authority to make changes even if they wished to do so.  School and district administrators have responsibility for the whole of the instructional program, but having come up through "the system," they're just as likely as teachers to think that a random mix of subjects and courses adequately educates.  They’re also hemmed in by institutional inertia, by legislative mandates, and by onerous, time-consuming bureaucratic demands.

And all, from students in the classroom to the top echelon of the US Department of Education,     are subject to the machinations of powerful corporations profiting from the curricular status quo.