The Traditional High School: Historical Debates over Its Nature and Function

Autor/in	Mirel, Jeffrey
Titel	The Traditional High School: Historical Debates over Its Nature and Function
Quelle	In: Education Next, 6 (2006) 1, S.14-21 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	High Schools; Conventional Instruction; Educational History; Public Schools; High School Students; College Preparation; Educational Quality; Comprehensive Programs; Enrollment Trends; Graduation Rate; Educational Finance; School Role; Democratic Values; Graduation Requirements; Vocational Education; Educational Change; Educational Improvement; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; High schools; Student; Students; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Gesamtunterricht; Bildungsfonds; Abschlussordnung; Ausbildung; Berufsbildung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; USA
Abstract	For more than a century, American educators and education policymakers have chosen sides in a great debate about the nature and function of American high schools. The origins of this long-running argument can be traced to 1893, when the influential Committee of Ten, a bluechip panel of educators, issued a report proposing that all public high-school students receive a strong, liberal-arts education. Ever since then, fighting about whether high schools should be college prep for the masses or, as another blue-ribbon panel would put it 90 years later, a "cafeteria-style curriculum in which the appetizers and desserts can easily be mistaken for the main course." There have been, of course, winners and losers on both sides throughout this long discussion, as high schools have grown into multibillion-dollar institutions serving, or ill serving, hundreds of millions of American adolescents. Yet the question of winners and losers in this debate about secondary schools is, to borrow a phrase, academic. The reality is that, quite some time ago, high schools were set on a course of diversification. The questions today are whether and how much this "comprehensive high school" has contributed to the declining quality of secondary education in this country. On this issue, one can learn much from history. (Contains 1 figure.) (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10