LAUSR

Drawing upon interviews with key actors involved in the development of and support for the Next Generation Science Standards (NGSS) in the United States, this article shows how a potentially controversial reform came to be actively supported by senior educators. We utilize Kingdon's (2003, Agendas, alternatives, and public policies, 2nd ed.) concept of policy entrepreneurs to highlight how these educators navigated a complex and contested policy and political environment. We reveal the cogency of Kingdon's argument that specific agendas are dependent upon the coupling of particular problems with relevant policies and political support. However, at particular moments in time, the findings also show how those engaged in the NGSS found it beneficial to uncouple federal accountability agendas that would have limited support for the NGSS.