Educational research has supported the thesis that educational reforms fail to achieve equality because of similarity of structure between the places of work and schooling. Analysis of the fact that schools replicate the structure of social relations of production presents several problems, including a challenging consumption interpretation, the uncertainty of impact of schooling on noncognitive student attributes, the maladaptive role of schooling in relation to the needs of production, and the absence of an adequate data base. The occurrence of an alienating hidden curriculum, which reproduces the social relations of production through emphasis on conformity, external rewards, and various noncognitive behaviors, has been supported by Ivan Illich but refuted by Herbert Gintis on the basis of historical, economic, and educational research. Current worker dissatisfaction is not easy to explain if it is true that classroom socialization anticipates the social relations of the work place. There is not enough current evidence to say that the structure of social relations in high school is different for students in academic tracks than it is for those in nonacademic tracks. Proposed research with track assignments as the independent variable and classroom socialization as the dependent variable hypothesizes that differences in emphasis or nonemphasis on classroom socialization behaviors will be greater between tracks than within them. Footnotes and references are included. (KSM)