Dr. Kristin Kew
Abstract
This paper offers a brief history of educational change and traditional secondary schooling in the United States with a focus on three distinct areas: the historical definition of a “traditional” public school in the United States, relevant educational change literature during pivotal and influential time periods in our nation's history, and finally secondary schools in particular. Using a historical lens, this research frames secondary school reform over time through movements in our nation's schools from the national push to cherish and teach all students in the classroom regardless of social standing based on the teachings of Horace Mann to present day accountability movements. In an effort to challenge traditional grammars of secondary schooling that inhibit or discourage innovative practices that support all students regardless of social standing, suggestions for meaningful, sustainable reform that consider the technical, cultural and political aspects of school change are made.