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The Quiet Reform in American Education: Policy Issues and Conceptual Challenges in the School-to-Work Transition

Kenneth K. Wong

Ahmet Aypay

A quiet reform has gone almost unnoticed in the many policy debates about improving America's schools. Labeled "The School-to-Work Revolution" by Lynn Olson and others, this little-noticed movement offers, at last, a solution to the constraining historical dualism between academic and vocational training. There is a new enthusiasm for and focus on the preparation-for employment side of American secondary education. However, although reinvigorated, the school-to-work revolution remains heavily threatened by our nation's reputation for low-quality vocational education and by some long-unresolved tensions with regard to social mobility and political control. This article discusses the need for additional theorizing about and policy-minded attention to the revolution and observes that valuable opportunities for improvement in job preparation are at hand in an increased national interest in economic development.

Educational Policy, Vol. 14, No. 2, 241-258 (2000)
DOI: 10.1177/0895904800014002003


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