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The school has always been understood as a kind of technological medium for realization of visions of social justice and progress. And as different as these visions of the future are, the protagonists were and are always in very strong agreement that the school is not fulfilling the role intended for it. Reforms that falter, however, do not usually lead to reflection and contemplation but instead to new strategies, in the hope that different means can achieve the success that earlier efforts failed to produce. Reforms follow reforms, new models replace models only just initiated, and the unrest in the field can at times assume alarming proportions, serving more to hinder than strengthen the professional efforts of the actors involved. This paper examines the most recent phase of educational reform heading for efficiency by testing two prominent theories about the persistence of the school system, the so called Neo-Institutionalism and the Grammar-of-Schooling thesis.

Stability or stagnation, or why the school is not the way reformers would like