As school districts often have decision-making panels that consist of stakeholders such as teachers, parents, and students, curriculum integration may take away their agency to make curricular choices. In addition to issues of local control, truly integrated curricula may or may not prepare students for the high-stakes tests that have become a reality for most high schools around the world, depending on whether they cover the same material. Finally, there is also concern that integrated teaching discounts the value of deep subject-specific knowledge, which is essential for specialization in areas such as medicine, law, and engineering (Gatewood, 1998).