Editing Education reform (section)

====Administrative progressives====
The form of [[educational progressivism]] which was most successful in having its [[policies]] implemented has been dubbed "administrative progressivism" by historians. This began to be implemented in the early 20th century. While influenced particularly in its [[rhetoric]] by Dewey and even more by his popularizers, administrative progressivism was in its practice much more influenced by the [[Industrial Revolution]] and the concept [[economies of scale]].

The administrative progressives are responsible for many features of modern American education, especially American high schools: counseling programs, the move from many small local high schools to large centralized high schools, curricular differentiation in the form of electives and tracking, curricular, professional, and other forms of standardization, and an increase in state and federal regulation and bureaucracy, with a corresponding reduction of local control at the school board level. (Cf. "State, federal, and local control of education in the United States", below) (Tyack and Cuban, pp.&nbsp;17–26)

These reforms have since become heavily entrenched, and many today who identify themselves as progressives are opposed to many of them, while conservative education reform during the Cold War embraced them as a framework for strengthening traditional curriculum and standards.

More recent methods, instituted by groups such as the think tank [[Reform (think tank)|Reform]]'s education division, and [[S.E.R.]] have attempted to pressure the government of the [[United Kingdom|U.K.]] into more [[modernism|modernist]] educational reform, though this has met with limited success.