「中等教育大眾化」政策，對英國廿世紀前期中等教育改革所產生的影響十分深遠。陶尼身為勞工黨教育政策的起草者，也將「中等教育大眾化」政策視為使英國社會更加平等的重要策略。本研究旨在透過針對陶尼的教育思想、「中等教育大眾化」政策以及英國中等教育改革的探究，了解三者之間在廿世紀前期的交互作用，進而討論其後續影響與發展走向。
本研究採取歷史研究法，研究範圍在時間上聚焦在廿世紀前期，空間上則以英格蘭為主，所參採的「中等教育大眾化」政策文本包括有《中等教育大眾化：勞工黨的政策》、《教育：社會主義者的政策》、《諮詢小組青少年教育報告》以及《勞工黨與教育》。主要研究發現如下：
一、陶尼主張教育改革為社會改革的一環，教育改革可使社會更加平等，邁向功能社會的理想。
二、「中等教育大眾化」政策所提倡的平等精神，包括教育機會的平等，以及對於學生能力個別差異的重視。
三、「中等教育大眾化」政策的提出，雖旨在擴充勞工階級學童的中等教育機會，然而因所採用的心理學立論基礎有瑕疵，間接導致了戰後中等教育三分制的出現。

"Secondary education for all" has casted profound impact upon secondary educa-tion reform in England in the first half of twentieth century. Richard Henry Tawney as the designer of the Labour Party educational policy, "secondary education for all", regarded it as a critical strategy for making England a better society of equality. The main purpose of this thesis is to study Tawney's educational thoughts, the "secondary education for all" policy and the development of secondary education reform in Eng-land, and to investigate the intertwined influence on future direction of education reform.
This thesis adopted the historical approach, and the scope mainly focused on first-half twentieth century England and Wales. And the main policy documents used in this thesis contained Secondary Education for All: A Policy for Labour, Education: The Socialist Policy, Report of the Consultative Committee on The Education of the Adolescent and Labour and Education. There are several main findings of this thesis as follows:
1) Tawney treated education reform as an important part of social reform. Through education reform, the ideal of functional society, which signified a more equal so-ciety, could be reached.
2) The spirit of equality which advocated in "secondary education for all" included the equality of education opportunity and the acknowledgment of individual capability differences simultaneously.
3) The original purpose of "secondary education for all" was to expand the opportu-nity of secondary education for students from the working-class families, since the psychological findings used as justificatory evidence in "secondary education for all" was proved flawed, the policy indirectly led to the appearance of the tripartite system of secondary education after war.

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