To reduce the multiplicity of secondary schools, broaden students' educations, allow later career choices, and increase educational equality, the Netherlands in 1975 established several experimental comprehensive secondary schools. Opposition at the time led to the separation of the schools from the regular school system. Development of the schools was also hampered by inadequate discussion of the implementation process. Since 1975, a governmental change has reduced the schools' resources, opposition has continued, and comprehensive schools have not developed at a national level. Within the schools, lack of expertise and money has slowed organizational and curricular development. Further, lack of comparative data on the experimental schools has reduced the opportunity to learn from their experiences. In 1985 the Dutch parliament will decide whether to implement comprehensive schools nationally. A move to comprehensive schools will cause problems unless better research is available and unless the regular secondary schools are brought closer to the comprehensive schools. (RW)