Confusion characterizes current situation in educational reform. The last wave of public school reform, beginning in fifties and continuing through sixties, was one of largest and most sustained reform movements in American educational history. Many observers believed that movement would transform American education. But as Charles Silberman concluded: Nothing of sort has happened; reform movement has produced innumerable changes, and yet schools themselves are largely unchanged.' Other individuals and various commissions essentially have agreed with Silberman. The Kettering Foundation's report on secondary educational reform concluded that the decade of change and innovation in schools had little or no lasting effect on content of school programs or quality of teaching and learning.2 Some of those who arrived at this dismal conclusion still hold out hope that if public education would only follow their proposals, genuine reform could occur.3 Yet others, such as Michael Katz4 and Christopher Jencks,5 claim that powers of schooling have been overestimated. Katz and Henry M. Levin6 believe that systemic educational reform must come through redistribution of power and resources; polity must change before such reform can occur. Bowles and Gintis, using a neo-Marxian analysis, contend that schools reproduce