Comprehensive schooling and associated policies striving for a greater equality of educational opportunity have been at the centre of debate in many Western countries, since the 1950s. In this volume, the educational and social outcomes of several decades of comprehensive school reform in Sweden, Great Britain, France and the Federal Republic of Germany are examined by recognized social scientists from each of the countries concerned. Particular attention is given to the issue of social selectivity.
The contributions, originally prepared for an international symposium organized by the Max Planck Institute for Human Development and Education in Berlin, are all based on original research. They have been thoroughly revised and updated, and, in some cases, even completely rewritten. This new edition represents the most recent state of research on the topic.
Frankfurt/M., Berlin, Bern, Bruxelles, New York, Wien, 1999. 216 pp., num. graph. and tab.
Contents: Achim Leschinsky/Karl Ulrich Mayer: Comprehensive Schools and Inequality of Opportunity in the Federal Republic
of Germany - Antoine Prost: Schooling and Social Stratification: Paradoxes of the Reform of the Middle School in 20th-Century
France - Marie Duru-Bellat/Alain Mingat: How Do French Junior Secondary Schools Operate? Academic Achievement, Grading, and
Streaming of Students - Some Changes in the Policy and Research Agenda on French Comprehensive School between the 80s and
the 90s - Anthony Heath/Sheila Jacobs: Comprehensive Reform in Britain - John Gray: The Fate of Comprehensive Reforms in England
during the 1990s - Jan O. Jonsson: Dismantling the Class Society through Educational Reform? The Success and Failure of Swedish
School Politics - Urban Dahllöf: Changes Within the Swedish School System and Their Effects.