| Preface |
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9 | (12) |
| Preface to the Second Edition |
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12 | (1) |
| I. Comprehensive Schools and Inequality of Opportunity in the Federal Republic of Germany |
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13 | (27) |
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Comprehensive Schools in the Federal Republic of Germany --- Thwarted Structural Reform or Pioneers of Innovation? |
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13 | (16) |
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Can Education Provide Equal Opportunity? Impacts of Expansion on Social Selectivity in Education and via Education |
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29 | (5) |
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Educational Expansion Without Effects? Overlooked and Often Understimated Impacts of the Change in Education in the Federal Republic of Germany |
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34 | (6) |
| II. Schooling and Social Stratification: Paradoxes of the Reform of the Middle School in 20th-Century France |
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40 | (24) |
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Pre-history of the Reform |
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40 | (4) |
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40 | (4) |
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The 1941 Reform and its Consequences |
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44 | (2) |
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The Reasons for the Reform and the Stages of its Implementation |
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46 | (9) |
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The Reasons for the Reform and its Difficulties |
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46 | (3) |
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The Decisions of the Fifth Republic |
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49 | (4) |
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The Progressive Unification of the Colleges |
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53 | (2) |
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Conclusion: An Assessment of the Reform |
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55 | (9) |
| III. How Do French Junior Secondary Schools Operate? Academic Achievement, Grading, and Streaming of Students |
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64 | (37) |
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64 | (1) |
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Individual Basic Factors Involved in Streaming |
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65 | (11) |
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Determinants of the Three Components of Schooling During the Two First Years of Junior Secondary Schooling |
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76 | (14) |
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Which Students Get More From Their First Two Years of Schooling in Junior Secondary School? |
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77 | (2) |
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Are There Schools Where Students Progress Better and What Are the Characteristics of These Schools? |
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79 | (3) |
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The Classroom Level in Analyzing Students' Progress |
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81 | (1) |
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Which Students Get Good Marks? |
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82 | (1) |
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How Can Lenient Schools Be Characterized? |
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83 | (7) |
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The Influence of Classroom Context in Marking Practices |
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84 | (6) |
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90 | (3) |
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Some Changes in the Policy and Research Agenda on French Comprehensive School between the 80s' and the 90s' |
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93 | (1) |
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93 | (1) |
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A Shift in the Streaming Pattern |
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93 | (2) |
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Coping with the Heterogeneity of the Pupils: Practices from the School Side? |
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95 | (3) |
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Coping with the Heterogeneity of the Pupils: Practices from the Parental Side? |
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98 | (2) |
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100 | (1) |
| IV. Comprehensive Reform in Britain |
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101 | (30) |
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105 | (1) |
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The Growth in Qualifications |
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106 | (8) |
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Class Inequalities in Education |
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114 | (9) |
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123 | (8) |
| V. The Fate of Comprehensive Reforms in England during the 1990s |
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131 | (17) |
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131 | (2) |
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Rising Levels of Achievement |
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133 | (2) |
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135 | (2) |
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137 | (1) |
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Access to the Grammar School Curriculum |
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138 | (1) |
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Overt and Covert Selection |
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139 | (2) |
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Differences in Performance |
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141 | (5) |
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146 | (2) |
| VI. Dismantling the Class Society through Educational Reform? The Success and Failure of Swedish School Politics |
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148 | (28) |
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148 | (2) |
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The School Reforms and Equalization: Goals, Measures, and Intended Consequences |
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150 | (4) |
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An Empirical Assessment: Persistence and Change in Inequality of Educational Opportunity |
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154 | (11) |
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Explaining the Association Between Social Origin and Educational Attainment |
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165 | (5) |
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Other Equalization Goals of the School Reforms |
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170 | (1) |
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Conclusion: Can Inequality Be Reduced through Educational Reforms? |
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171 | (5) |
| VII. Changes Within the Swedish School System and Their Effects |
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176 | (39) |
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176 | (11) |
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Different Forms of Comprehensivization |
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178 | (4) |
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The Starting Points of About 1940 |
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182 | (1) |
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Milestones in the School Reforms After 1940 |
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183 | (4) |
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Problems of the Curriculum and of Teaching in the Comprehensive School |
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187 | (21) |
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The Starting Position in 1962 |
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187 | (1) |
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188 | (1) |
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189 | (10) |
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199 | (2) |
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The Teaching-Learning Situation |
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201 | (2) |
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Some Additional Notes on the Upper Secondary Level |
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203 | (2) |
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205 | (3) |
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Developments in the 1990s |
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208 | (7) |
| About the Authors |
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215 | |
