Commissioned by the Netherlands Ministry of Education, SLO (Netherlands Institute for Curriculum Development) has recently conducted an analysis of the decreasing trend in performances of Dutch students for mathematical, scientific and reading literacy in the PISA cycles 2003-2009 (Kuiper et al., 2010). The main aim was to find curricular explanations and solutions pertaining to both junior secondary and primary education. The analysis focused in particular on relationships/discrepancies between, on the one hand, the competencies assessed in PISA (outlined in PISA frameworks and exemplified in test item) and, on the other hand, the attainment targets for primary and junior secondary education (intended curriculum), textbooks in most common use (intended curriculum) and the enacted curriculum based on those textbooks (implemented curriculum). The analysis has been based on national reports on performances of Dutch students in PISA 2003-2009, available secondary analyses as regards PISA 2003 mathematical literacy and PISA 2006 scientific literacy, PISA frameworks 2003-2009, national reports on TIMSS 2007 and PIRLS 2006, the expertise of various curriculum experts inside and outside SLO.The outcomes of the analysis will be described in the paper to be presented.