Democracy's high school: the comprehensive high school and educational reform in the United States
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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ability grouping achievement advocated alternative schools American education American high school basic Bestor Cardinal Principles 1918 Cardinal Principles report Commission commitment Committee common learnings comprehensive high school comprehensive ideal comprehensive model comprehensive school Conant concluded core curriculum cosmopolitan high school courses Cremin curricular democracy democratic Dewey's discussed dual system economic educa educational reform effect Eight-Year Study emphasis federal Friedenberg goals Hampel hensive high school model identified individual industrial institution interests issue John Dewey Krug midcentury National needs Panel problems progressive education progressivism promote proposals public education public schools pupils Raywid recommendations Reorganization of Secondary Rickover school critics school curriculum schools of choice secondary education secondary school segregation separate vocational serve Simmons sive high school Sizer social efficiency society specializing and unifying specializing function subjects survey Tanner teachers testing tion tional tracking traditional unifying function United vocational education vocational guidance youth