Author: C. O. FitzwaterPublisher:
ISBN:
Category :
Languages : en
Pages : 59
Book Description
Results of school district reorganization may be viewed in a number of ways. Frequently progress is measured in terms of the number of local districts eliminated by incorporating their territory in larger units. Results may likewise be measured by increases in the number of new districts having certain characteristics of size or other features commonly associated with adequate local administrative units. Such methods have obvious practical values in looking at the results of reorganization and assessing its progress. Their validity rests on the conviction that larger districts are more capable of providing the scope and quality of services required in a modern program of education that can be provided effectively by districts of very small size. However valid this conviction may be, the establishment of larger districts is not a magic process automatically resulting in improvement of educational services. It merely makes such improvements possible. In other words, the larger district constitutes a more adequate structure which enables local people to provide better education for their children. This does not mean that school district reorganization is not directly concerned with better schools. Its important outcomes are educational in nature. Improvement of educational opportunity is the basic consideration. This is the underlying purpose of reorganization legislation and the guiding principle which charts the course for reorganization leaders. This report is an outgrowth of a study undertaken by the Office of Education with the assistance of eight State departments of education to provide information concerning some of the major characteristics and educational achievements of reorganized school districts established in recent years. The information obtained as a result of that study has been arranged in two reports. The first described the general characteristics of 552 reorganized districts located in the eight States participating in the study (California, Idaho, Illinois, Michigan, Minnesota, Missouri, New York, and Washington). This second report presents information relating to certain educational changes which have been made in these 552 districts since their establishment. (Contains 21 tables.) [Best copy available has been provided.].