Abstract
This article examines the transformation of progressive pedagogic practices at the Dalton School in New York City. Founded in 1919 by Helen Parkhurst, the Dalton School was the site for the implementation of her internationally renowned Dalton Plan, with its constituent parts: House, Laboratory, and Assignment. Based upon archival research, school assignments, and interviews with teachers, students, and administrators, the article traces the evolution of the school from its early progressive roots to its present status as an elite, independent college preparatory school, with vestiges of its early progressivism. In particular, the article looks at how the Dalton Plan has changed during the subsequent administrations of Charlotte Durham, Donald Barr, and its current head, Gardner Dunnan. Sections of this article are adapted from Susan F. Semel, The Dalton School: The Transformation of a Progressive School (New York, Peter Lang, 1992) with permission.
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