By the mid-twentieth century, the public comprehensive high school
was often regarded as the most democratic form of secondary
education. Fifty years later it was under challenge. New
educational markets emphasized school diversity and parental choice
rather than social equity through common schooling. The
comprehensives faced many criticisms, including the decline of
their educational standards. This book traces the history of this
decline, attending to the relationships between government
education policies and their diverse regional manifestations.
General
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