This study explored complicated personal narratives of school reform generated by participants in response to a particular small schools reform initiative. Narrative data was dialogically generated in interviews with nine past participants of an urban high school conversion project planned and implemented over a span of five years toward the goal…

This article argues that comprehensive reorganisation was not a one-off policy reform but a complex, bottom-up campaign for equity and fairness in education, with varied consequences and outcomes. Recent battles over student fees, free schools and academies show that the quest for democratic education does not lead to a permanent achievement but…

With strong connection to schoolwide policy and vision and to the realities of the daily life of teachers and students, the department chair is uniquely positioned to play an important role in advancing instructional effectiveness (Printy, 2008; Weller, 2001). This article provides an in-depth look at the efforts of three urban comprehensive high…

Given the challenges of a culturally and linguistically diverse student body, one exemplary high school has developed supportive schooling practices that provide academic rigor and access for all students while embracing their linguistic and cultural identities. This ethnographic study documents how this school contributed to the college…

Argues that vocational education is becoming more popular in high schools and gives several reasons why it deserves a place in the comprehensive high school as a way of diminishing the effects of race and class on the achievement of youth. (SK)

In Sycamore, Illinois, preparing students for work in the agriculture-dominated economy is a natural part of education. The quality of the vocational program is determined by the level of involvement of those outside the agriculture department and in the community. (SK)

Reports on the United Kingdom's experience with comprehensive secondary education as a method of providing equal educational opportunity. Concludes that the trend toward compulsory equality, as represented by the comprehensive secondary school seems irreversible. (Author/IRT)

There is ample evidence that the structural characteristics of American secondary education are not well suited to vocational education. The solution may require a redesign of the structure of secondary schools, especially their governance. (SK)

Conant's "The American High School Today" (1959) conveyed his confidence in consolidation of smaller schools into comprehensive high schools. The book sparked criticism. Conant's personal papers reveal that his breezy optimism hid doubts, frustrations, and uncertainties. The contradiction in his views foreshadows the turbulent 1960s. (PB)

The "one-size-fits-all" approach to teaching and program delivery is indefensible. Minnesota has enacted a law specifying standards of knowledge and skills that high school students must demonstrate to qualify for a diploma via multiple pathways. All pathway programs (classical, postsecondary, interactive-technology evening school,…

Analyzes approximately 500 published curricular timetables for upper secondary, college preparatory programs from over 100 countries, 1920-89. Virtually all timetables analyzed fell into four categories--classical, mathematics and science, arts and humanities, and comprehensive--consistent between countries and over time. Much programmatic change…

The similarities among comprehensive high schools in the United States promote equity and social integration rather than educational excellence. Increased specialization would encourage competition for students and provide schools with a sense of mission, two factors critical to developing strong faculties committed to improving education. (PGD)

Lists the attributes of quality vocational education programs: depth of instruction, closeness to industry, and response to labor market demands. Indicates why it is difficult for comprehensive high schools to offer high quality programs, due to size of enrollment, administrative leadership, and personnel policy. (SK)

From his 20 years experience in modeling a comprehensive school according to genuinely comprehensive principles, the author gives a considered statement of his objectives and experiences. (This article is part of a theme issue on comprehensive education in Britain.) (Editor/SJL)

Surveys of 931 students indicated that 85 percent supported condom distribution at their school, and 76 percent believed that condom distribution would not change the frequency of sexual activity among adolescents. (SM)