ERIC Number: ED443170
Record Type: Non-Journal
Publication Date: 2000-Apr
The Comprehensive High School in the United States: A Historical Perspective.
Wraga, William G.
The key to understanding the history of the comprehensive high school in the United States necessitates understanding that the comprehensive model has not been implemented as its inventors intended. Moreover, since the mid-20th century most scholarship on the comprehensive high school model has effectively dismissed the model as an antidemocratic and anti-intellectual survival from a less sophisticated, misguided educational policy. This paper provides a lengthy synopsis of the history of the comprehensive high school in the United States, together with a summary of prevailing historical interpretations of the comprehensive high school. It also details five misrepresentations of the historic record engendered by a confusion of consequences and intentions: (1) authorship of the Cardinal Principles Report; (2) social efficiency slant; (3) tracking; (4) anti-subject matter and anti-intellectualism; and (5) the forgotten elaboration of the comprehensive model. An appendix illustrates a proposal for a dual system of secondary education sponsored by the National Association of Manufacturers. (Contains 75 references.) (DFR)
Publication Type: Historical Materials; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A