Abstract
Carl Marburger, in writing about needed changes in urban education, observed that, perhaps the only significant change in curriculum is what happens when the individual teacher closes the door of her classroom.l While this comment was made in describing changes attempted in one school system, it reflects a pervasive current dissatisfaction with school curricula among many urban educators and observers of American education. More than that, it is an indication of the extent to which the urban school curriculum has remained untouched by either current concerns or Federal assistance. Staffing innovations, remedial programs, equipment improvements and compensatory programs are now common fare, but the curriculum remains an unscathed and formidable anachronism.
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