 The resulting “high school movement” incorporating these virtues produced a larger group of educated workers, enabled social and geographical mobility, and contributed to potential economic growth.In contrast, Europe’s educational template was determined by a centralized government and remained less open in the 1950s, focusing on providing technical training programs in the form of work-study arrangements for older teenagers.Goldin states that many of the virtues characterizing the American educational system in the earlier part of the twentieth century may now be considered vices of the present.