On the basis of historical analysis, the author suggests that the current educational reform movement may be nearing a close. He cites numerous parallels between contemporary developments and various phases of the mid-nineteenth century and progressive educational reform movements. Underlying the demise of the current movement, the author suggests, has been its inability to face and resolve various unexamined conflicts among leading reform proposals, such as those for compensatory education, integration, decentralization, community control, radical pedagogical reform, and teacher professionalism. In conclusion, the author offers some proposals for the rehabilitation of the reform movement, including the "radical" notion that schools should concentrate on teaching skills and avoid teaching attitudes.

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