This paper discusses the history, development, and impact of the curriculum reform movement from 1950 to the present. It explores criticisms and accomplishments, outside influences, and the current possibilities of reform. Beginning with rumblings of dissatisfaction in the early fifties, the movement grew into a full reform of science education and later social studies and English. The major emphasis was on curriculum materials improvement and teacher training projects. By the mid-sixties teaching style and classroom strategies became important, broadening into concern in teaching children how to think. In 1965, national curriculum projects were relegated to regional education laboratories and research and development centers. The movement has made little long-term impact on schools, if one analyzes continued use of content and teaching strategies, or change in teacher classroom practice and student learning patterns. The main accomplishments are twofold: a technological breakthrough in course design resulting in a body of work ready for use, and a good training ground for curriculum developers, teachers, and academic disciplinarians. Curriculum development and current reform is limited by shifting national priorities and the purposes of education. Greater impact is possible if reform is locally instigated and change is demanded by the public. Curriculum developers need to continue to develop techniques and gather evidence as to their success. (CK)