Structured schools, free schools, graded schools, ungraded schools, no schools at all-the conflicts over public education in America rage on, for contemporary schools have not lived up to our expectations. The essence of the criticism reflected in the essays in this volume is that America's dual educational goals-free inquiry and social mobility-are not being met. Instead of producing enlightened citizens capable of high social and economic mobility, our schools have become warehouses of children stored as commodities, docile and immobile.
About the Author
Ray C. Rist was a senior evaluation officer in the World Bank for many years. He has served as university professor at Johns Hopkins University, Cornell University, and George Washington University. In addition, he is the editor for Transaction’s Comparative Policy Evaluation series.