This is the first comprehensive scholarly critique of the recent literature on school reform. The essays critically analyze the three major issues that have been the focal point of reform efforts: the restructuring of teacher education programs, the reconceptualization of the social function of American high schools and colleges, and the redefinition of "the educated individual." The New Servants of Power brings together the work of an emerging group of revisionist scholars in this field, enlarging the scope of contemporary debate about school and educational reform. The essays critically assess national educational reports, books, and related policy statements that set the parameters from which much of the contemporary education debate proceeds. The work considers the contemporary school reform debate as a reflection of a conflict between dominant economic interest groups about the most efficient means of rebuilding labor productivity and American economic power. Next, the concept of work and the schools as reflected in school reform literature is addressed. A section about how groups and individuals who are traditionally less well-served fare under school reform follows. Included are specific implications for constituents, critical questions about continued inequitable distribution of resources, and recommended alternative policies. Finally, the treatment of aims, attitudes, skills, and disciplines embodied in specific curriculum proposals is analyzed. The New Servants of Power is an excellent resource for educators and students on courses such as current issues in education, school and society, and sociology of education.