Democracy's High School: The Comprehensive High School and Educational Reform in the United States

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University Press of America, 1994 - Education - 265 pages
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The comprehensive high school model emerged from the early 20th century struggle for a unitary as opposed to a dual system of secondary education and was outlined in the report of the Commission on the Reorganization of Secondary Education, The Cardinal Principles of Secondary Education (1918). In this study, Wraga traces the development of the model in the United States, evaluating (among other things) the influence of sociopolitical forces on the historical interpretations of the model. In the first book-length historical study of the comprehensive high school, he assesses the impact of successive reform movements on the model and offers recommendations for enhancing its effectiveness.
 

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Contents

TOWARD THE WIDER HIGH SCHOOL THE DEVELOPMENT OF THE COMPREHENSIVE HIGH SCHOOL MODEL
1
DIFFUSION AND CONFUSION THE EARLY YEARS OF THE COMPREHENSIVE HIGH SCHOOL
31
EDUCATING ALL AMERICAN YOUTH THE AMERICAN HIGH SCHOOL COMES OF AGE
59
EDUCATIONAL WASTELANDS CRISIS AND COLD WAR
87
FROM EXCELLENCE TO EQUITY THE COMPREHENSIVE HIGH SCHOOL IN THE 1960s
129
DESCHOOLING SOCIETY RETREAT AND RETRENCHMENT
159
A NATION AT RISK DISINTEGRATION OF THE COMPREHENSIVE IDEAL
183
THE COMPREHENSIVE HIGH SCHOOL IN THE UNITED STATES RETROSPECT AND PROSPECT
223
REFERENCES
241
INDEX
259
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About the author (1994)

William G. Wraga is a school administrator in New Jersey.

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