Graduate Thesis Or Dissertation
 

Effectiveness of title III, ESEA in selected schools of the Oregon Small Schools Program July 1, 1966 to June 30, 1970

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  • The purpose of this study was to explore the effectiveness of Title III of the Elementary and Secondary Education Act in selected schools of the Oregon Small Schools Project. Specifically, the objectives were to analyze: 1. To what extent were the objectives of the OSSP accomplished. 2. To what degree did school size affect the accomplishment of the objectives. 3. To what degree did geographic location influence the accomplishment of the objectives. 4. To what degree did opinions of administrators and school board members differ about the effectiveness of the program. Twenty schools of the OSSP were selected to participate in the study. The respondents included the superintendent and a board member from each of the schools. The data obtained from the board members were used solely for analyzing for comparative purposes with the data provided by the superintendents. To provide for the analysis of the influence of school size and geographic location, schools were classified as to whether they had <100 or >100 student enrollment and whether located East or West of the Cascade Mountains. The analysis of the extent of the accomplishment of the objectives was based on the mean scores of all responses through rating scales. Statistical analyses were made by utilizing the F-Test to indicate if significant differences were present. Analysis was based on the .05 level of significance. Findings: From the findings of the study, the following implications were drawn: 1. That there was slightly less than a moderate accomplishment of the objectives of the Oregon Small School Program during the four year project period, as determined by the data. 2. That the location of the school did not significantly influence the degree that the objectives of the program were accomplished, except in two areas: A. "staff involvement in decision making" was rated above a considerable accomplishment by the west superintendents, while east superintendents rated the accomplishment moderate. B. "development and implementation of shared guidance services" was rated above a moderate accomplishment by the east superintendents, while west superintendents rated it considerably less than limited. 3. That the size of the school was not a significant factor in the degree of the program's accomplishment, except in the following areas: A. "administrative and staff communication" B. "opportunities for staff to serve as instructional leaders" C. "the improvement of career information opportunities to students" D, "providing information on effective programs" E. "implementation of shared guidance services" All significant differences resulted from larger schools rating the accomplishment higher than did the schools with smaller enrollments. Recommendations: As a result of the findings of this study, the writer offers the following recommendations: 1. The Oregon Small Schools Program should make a concerted effort to involve organizations within the communities, develop cooperative sharing and provide for improved communication. 2. Develop and implement a program with the teacher preparatory institutions designed to more adequately serve the small schools. 3. Participants in the program should increasingly utilize the resources of the Oregon Board of Education and provide for continuing evaluation and assessment of the program's objectives. 4. The program should make every effort to increase the participation of schools and provide information on on-going activities of the schools. 5. That direction of the program continue to incorporate the objectives and priorities of the Oregon Board of Education to assure consistency with the statewide educational program. 6. An inventory study should be made among personnel and staff of the CSSP to determine the opinions of board members, administrators and staff members relative to the small schools program and its role. 7. Further study should be made to assist in clarifying the role of the Oregon Board of Education, schools of education, local school districts, and other agencies in stimulating change. 8. The degree of continuation of Title III, ESEA programs after federal funds have terminated and the effect of Title III on school districts not actively participating in the programs should be determined.
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file details MellbyeClarenceK1972.pdf 2017-08-14 Pubblico Scaricare