Comprehensive schooling and associated policies striving for a greater equality of educational
opportunity have been at the centre of debate in many Western countries since the 1950s. In
this volume the educational and social outcomes of several decades of comprehensive school
reform in Sweden Great Britain France and the Federal Republic of Germany are examined by
recognized social scientists from each of the countries concerned. Particular attention is
given to the issue of social selectivity. The contributions originally prepared for an
international symposium organized by the Max Planck Institute for Human Development and
Education in Berlin are all based on original research. They have been thoroughly revised and
updated and in some cases even completely rewritten. This new edition represents the most
recent state of research on the topic.
