Problems affecting the relationship between American secondary schools and higher education are considered, and comparisons to other countries are made. Five features of American secondary schooling that undergird problems of effectiveness (as measured by international academic standards and expectations of higher education) are considered: (1) the extent to which secondary education has sought and achieved universal participation; (2) the extent to which the individual school is asked to replicate the coverage of subjects and types of students found in the system at large; (3) the close tie between primary and secondary education; (4) local control, whereby elementary and secondary school principals and teachers are watched carefully by lay chiefs and parents; and (5) a monopoly of clientele, based on geographic zoning, that typifies secondary schools. The education of secondary school teachers is also discussed in relation to the following topics: subject-matter departments of major universities, schools of education at universities, teachers' colleges located at nonuniversity institutions but which are under strong university influence, and teachers' colleges in a nonuniversity sector that have autonomy from the university. A strategy of variety is suggested that would give the secondary system greater adaptability and flexibility. (SW)