▁short ages ▁were ▁not ▁un common . ▁Cost ▁and ▁access ▁were ▁becoming ▁serious ▁issues ▁- ▁project ed ▁to ▁get ▁worse ▁as ▁en roll ments ▁to ▁K - 1 2 ▁institutions ▁were ▁project ed ▁to ▁dram atically ▁increase ▁over ▁the ▁next ▁de cade . ▁ ▁C OST P ▁employed ▁the ▁advantages ▁of ▁open - s our ced ▁content ▁and ▁innov ative ▁lic ens ing ▁tools ▁in ▁an ▁effort ▁to ▁insp ire ▁significantly ▁reduced ▁K - 1 2 ▁text book ▁costs ▁— ▁with ▁the ▁hope ▁of ▁ ▁eventually ▁turning ▁K - 1 2 ▁curr icul um ▁and ▁text book ▁construction ▁from ▁a ▁cost ▁into ▁a ▁re venue ▁generator ▁for ▁the ▁State ▁of ▁California . ▁Open ▁s our ced , ▁distributed ▁content ▁was ▁intended ▁to ▁be ▁made ▁available ▁gr atis ▁by ▁deploy ing ▁innov ative ▁copy right ▁tools ▁provided ▁by ▁organizations ▁like ▁Creative ▁Commons , ▁its ▁partners , ▁and ▁other ▁organizations . ▁C OST P ▁made ▁important ▁contributions ▁to ▁the ▁many ▁organizations ▁that ▁followed ▁in ▁its ▁w ake , ▁as ▁the ▁" Open ▁Edu c ational ▁Content " ▁movement ▁took ▁hold ▁over ▁the ▁next ▁ 1 0 - 1 5 ▁years . ▁ ▁It ▁is ▁important ▁to ▁note ▁that ▁C OST P ' s ▁mand ate ▁was ▁not ▁to ▁replace ▁printed ▁text books , ▁but ▁simply ▁make ▁them ▁less ▁expensive ▁to ▁produce ▁and ▁dist ribute , ▁thus ▁creating ▁many ▁additional ▁effic ien cies ▁in ▁the ▁K - 1 2 ▁academic ▁content ▁sector . ▁ ▁C OST P ▁eventually ▁graduated ▁into ▁a ▁consult ing ▁role ▁for ▁many