The purpose of this paper is to help educators and other interested individuals find their way through the plethora of reform reports published in the early 1980s. The early historical context of the reports is set out through a discussion of secondary education and proposals for reform since the 19th century. This is followed by a discussion of the 1983 reports that addresses their focus on the high school, their differences with the reform reports of the 1970s, and their common themes. These themes are identified as the meaning of excellence and the relationship of excellence to equity; the need to redefine and narrow the schools' goals and objectives; strengthening the curriculum; tracking; vocational education and the high school; the place of technology, particularly computers, in the schools; the use of time; the need to improve teachers and teaching; the importance of school principal leadership; business-school partnerships; and federal, state, and local responsibilities. Finally, an analysis of the reports is offered in terms of their treatment of the crisis in education today; the context of schooling; the poor, minorities, and urban schools; excellence, equity, and standards; reforming the schools, teaching, and learning; school climate and environment; better teachers and better teaching; the intrinsic value of education; and the school and non-educative settings. Throughout this analysis and the preceding discussion, comparisons are made with earlier reform reports. (CMG)