Administrative progressives developed a theory to accommodate the increase in business. They believed in a system in which students would learn the skills necessary for future employment in factories. Administrative progressives did not necessarily care about students, but they fought for a system that worked smoothly and produced efficient workers for factories. Rury states that administrative progressives strove “to adapt schools to the rapidly changing urban society, particularly the increasingly complex labor market” (Rury 150). Administrative progressives were motivated to create an education system favorable to both business and students. Businesses benefited from progressive administrative theory because they had quality workers to work in factories. Students benefited from administrative progressive theory because they learned the skills necessary for the future job they would eventually be employed for. The path a student had to follow to get a job was based on the social role they found themselves in. Rury states that “role differentiation was associated with an expanded division of labor and specialization in the labor market and occupations.” …. schools could help make specialization and differentiation more rational and fluid, preparing individuals to