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Hammack has gathered a distinguished group to assess current reform efforts in their sociological and historical context, taking into account the vision of James B. Conanat, the major proponent of the comprehensive high schools. Contributors are: Mary Erina Driscoll, Joseph P. McDonald, Jeannie Oakes, John L. Rury, Roger Shouse, Amy Suart Wells.
This book traces the decline of the public comprehensive high school. New educational markets emphasized school diversity and parental choice rather than social equity through common schooling, and they were criticized for declining standards. The book also considers government education policies and their regional manifestations.
The Comprehensive School: Guidelines for the Reorganization of Secondary Education focuses on the main issues basic to the reform of secondary education as part of the move toward comprehensivization in schools. These issues concern the less able and the culturally disadvantaged children; the streaming/non-streaming controversy; guidance and counseling; and the curriculum. This book has 10 chapters; the first of which provides an overview of the comprehensive movement in education and the concept of the common school, as well as the effects of reorganization on academic standards. The discussion then turns to the controversy concerning streaming and non-streaming in the comprehensive school; how to educate at the secondary level children who are less able and/or are culturally deprived; and the importance of vocational guidance and counseling. The chapters that follow explore issues associated with the curriculum and general school policy in the light of the school's aims and its function in society; the problem of size of school; and the nature and scope of secondary school curriculum. This book concludes by assessing the relative advantages and disadvantages of different types of reorganized school. Educators and policymakers with an interest in comprehensive education will find this book extremely helpful.