ABSTRACT
It is suggested that Progressive Reformers identified with one of two ¬ideologies: pedagogical progressives and administrative progressives. John Dewey’s first academic position had been at the University of Michigan for ten years followed by another decade-long tenure at the University of Chicago, where he established a laboratory school and carried out his ideas of progressive education. Those involved in the measurement of intelligence, namely educational psychologists, joined forces with administrative progressives to implement individualized instruction through the execution of widespread of Intelligent Quotient (IQ) testing. With the progressive reform era's emphasis on the individual, the IQ provided what was thought to be an accurate measure of an individual's capacity. Administrative progressives pinpointed social efficiency and utilitarianism as the main drivers of reform as well as a control of the curriculum. In the end, the administrative progressives prevailed and their legacy remains evident in contemporary federal, state, and local school policy and practice.
