Perhaps the future of the comprehensive public high school lies in an alternative organizational structure that offers a new definition of cur riculum pathways leading to a standards-based diploma. These newly defined pathways offer students greater opportunity to acquire the skills that will be necessary in our emerging economy, but with less of the sorting that stigmatizes many students in the existing model.
Get full access to this article
View all access options for this article.
References
1.
Barker, J. "Preparing for the 21st Century: The EFG Experiment." Educational Horizons, 1994, pp. 12-17.
2.
Conant, J.The American High School Today. New York: McGraw-Hill, 1959.
3.
Dewey, J.Experience and Education. New York: Macmillan, 1938.
4.
Gardner, H.Frames of Mind. New York: Basic Books, 1983.
5.
Kulik, J.A., and Kulik, C. "Ability Grouping and Gifted Students." In Handbook of Gifted Education, edited by N. Colangelo and G. A.Davis . Needham Heights, Mass.: Allyn & Bacon, 1991.
6.
National Association of Secondary School Principals.Breaking Ranks: Changing an American Institution. Reston, Va.: NASSP, 1996.
7.
National Education Association.Cardinal Principles of Secondary Education. Washington, D.C.: NEA, 1918.
8.
Oakes, J.Keeping Track. New Haven: Yale University Press, 1985.
9.
The Public Agenda.First Things First: What Americans Expect from Their Schools. New York: Public Agenda, 1994.
10.
Woodward, C. "A New Era in the Public Schools of St. Louis." The School Review11(1903): 486-94.
