[See post 1 of the series for context.]
Argument for top-down, one-size-fits-all textbook adoption:
It would allow the district to warehouse surplus copies of the book that teachers could draw upon if the number of sections increased at their school.
To the collective memory of the physics teachers assembled for a recent text adoption meeting, the district has never warehoused textbooks for use by physics teachers in need. And what help will this be if several of us undergo simultaneous increases in enrollment?
Historically, when enrollment has increased, funds have been found to acquire the books needed. (This has not always happened in a timely manner, however.)