Going Comprehensive in England and Wales
The transition of British secondary schools from predominantly selective to predominantly comprehensive was meant to transform a highly stratified system into a more equal one. However, this study shows that the new system was in fact highly diverse and retained features of the selective system.
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The transition of British secondary schools from predominantly selective to predominantly comprehensive was meant to transform a highly stratified system into a more equal one. However, this study shows that the new system was in fact highly diverse and retained features of the selective system.
AcknowledgementsAbbreviations1The European Context of British Educational Reform12Comprehensive Reorganisation in England and Wales: An Overview123The Ten Case Studies of Local Education Authorities474The Evolutionary Capital Experience: London585The Urban, Political Reorganisation: Manchester, Bristol and Leeds846A Calculated Educational Reorganisation: Stoke-on-Trent1077The Innovative County Experience: Leicestershire and the West Riding of Yorkshire1178The Cautious County Approach: West Sussex, Glamorgan and Northumberland1369Summary of the LEA Case Studies16010Sources of Variation in LEA Action17411Schools and Students in a Changing System20812Selective versus Comprehensive Schools23313Variations on a Theme260Bibliography275Index281
