The creation of a quasi-market in England and Wales schooling has changed pupil, parent, and school behavior in a way that has reinforced the dominance of traditional, academic schooling. A study summarized results of research into this quasi-market behavior, with particular emphasis upon the upper secondary age group. The study found that while schools now face greater incentives to respond to consumer choice, only certain groups of consumers have been effectively empowered by these reforms. Schools thus respond only to the wishes of a sub-sample of consumers. In effect, they receive a signal that is biased against the provision of quality vocational schooling. This analysis can be linked to changes in structure of contemporary labor markets and the attempt to gain credibility for a national system of vocational qualifications. The analysis concludes with proposals that seek to improve the quality of the information flows between parents, schools, and the labor market. (Contains 50 references.) (Author/KC)