Overview

This provocative new study of the American high school not only examines the historical debates about curriculum policy but also traces changes in the institution itself, as evidenced by what students actually studied. Contrary to conventional accounts, the authors argue that beginning in the 1930s, American high schools shifted from institutions primarily concerned with academic and vocational education to institutions mainly focused on custodial care of adolescents. This shift had disastrous consequences because it encouraged educators to water down courses and push many students into low-level tracks and programs. Claiming that these changes reflected educators' racial, class, and gender biases, the authors offer original suggestions for policy adjustments that may lead to greater educational equality for our ever-growing and ever more diverse population of students.

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9780807738436

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Author Information

David Angus is Professor of Educational History and Policy at the University of Michigan in Ann Arbor. Jeffrey Mirel is Professor of Educational Studies and Director of the Division of Educational Studies at Emory University, Atlanta, Georgia.

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