A COMPUTER ASSISTED APPROACH
TO CURRICULUM PLANNING

Thesis for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
DANIEL MILLIN
1970

 

T r! E h,"

 

This is to certify that the

thesis entitled

A COMPUTER ASSISTED APPROACH TO CURRICULUM PLANNING

presented by

DANIEL MILLIN

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Administration and
Higher Education

Major professor

Date June 24kl970

0-169

 
  
 
 

 

 

 

ABSTRACT

A COMPUTER ASSISTED APPROACH
TO CURRICULUM PLANNING

By

Daniel Millin

Purpose of the Study

 

The purpose of this is to present a computer-assisted technique
which will enable administrators, curriculum designers, teachers, and
counselors to gather information such as: students', teachers', and
parents‘ interests, attitudes, and evaluations concerning school

curriculum.

Sample Selection

 

A small sample of community members were selected representing
students, parents, and teachers, in order to develop the computer-
assisted technique. The sample was selected from a local school district
a short distance from the Michigan State University campus. Data
collected from this population were used only as a pilot study for the
development of a suggested computer-assisted technique. An additional
sample of 355 persons was used to test the devel0ped technique and to
prove its applicability for a school district. Nine subjects were
assigned by the local school superintendent to express their opinions

about the availability of information.

Instrumentation and Data Collection

 

Data for this study came from two sources: 0) the first sample of

l2 students, 6 parents, and 6 teachers was collected by chance, from

Daniel Millin

personal contacts, and(2) the second sample included all the freshmen (290)
at a local high school, 37 of their parents, and 26 teachers.

The evaluation group was selected from the same school and included
a superintendent, administrator, assistant administrator, counselor, and
five teachers.

The measurement of attitudes was obtained through responses of

freshmen, parents, and teachers to the instrument, What Do You Think

 

About Your School. This instrument is based on the assumption that

 

attitudes of the school community can be measured with precision.
Michigan norms have been established which make it possible to compare
local data with these state norms. An additional questionnaire was

used for evaluation purposes. This questionnaire was developed
particularly for this study, and was used to measure the availability

of information before and after the new reports were presented. The
Basic Information Retrieval System (BIRS) on the Control Data Corporation
(CDC) 3600 computer at Michigan State University was used in order to

develop the desired model.

Method of the Study and Analysis

 

This study is basically divided into two major parts, development
of the technique and its evaluation. The data collected from the small
sample have been used to develop the reports, while the large sample
attempted to present the applicability of the programs to serve a whole
school district.

All the data collected by help of the questionnaires were punched
on cards and stored in a data bank from which the reports were retrieved.

For this purpose, the Basic Information Retrieval System (BIRS) programs

Daniel Millin

were used with an additional Fortran program (in order to provide the
user with information expressed in percentages and enable him to compare
local data with the established Michigan norms).

The evaluation of these reports was carried out by using a
statistical test for non-parametric data, since the sample for this
purpose was quite small, and the responses were reported in favorable -
non-favorable scale. The Walsh Test was used to test the significance
of differences before and after presenting the school personnel the
final reports. The statistical procedures were set in such a way that
first, an overall significance of differences was tested and then five
additional hypotheses were tested. These additional hypotheses dealt
with (l) the availability of general information about the community,
(2) students, (3) parents, (A) teachers, and (5) the general cost for

such a developed model.

Major Findings

 

The major findings of this study are listed below.

A. The reports generated in this study proved to be successful in
providing an additional facet of information about different components
of a school community, such as parents, faculty, and students.

8. The new information, which is of significant importance for
the educational decision-making process, is presented in a concise and
easy to read format.

C. All the reports are generated from a data bank which includes
all the information collected by help of the questionnaires. This data

bank is created by using the Basic Information Retrieval System (BIRS).

Daniel Millin

D. The evaluation of these reports was found to be positive, and
the statistical tests have proved that all the developed reports provide
new information which was not yet available.

E. As far as the cost of this technique is concerned, the evaluation
team was not convinced that the cost of the new technique will make this
technological device applicable to their school system. They still believe
that the high cost is the main obstacle in implementation of new projects

within a school district.

A COMPUTER ASSISTED APPROACH

TO CURRICULUM PLANNING

By

Daniel Millin

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

l970

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ACKNOWLEDGMENTS
The author would like to recognize the assistance and encouragement
he has received in this research endeavor. It is the result of the

efforts of many people.

Special appreciation is given to Dr. Herbert C. Rudman, chairman
of the doctoral committee. His inspiration, the sharing of his time
and experience, wise counsel and encouragement, not only as an advisor,
but as a friend as well, has made this study most interesting and
meaningful.

The writer wishes to express his deep appreciation to Dr. John F.
Vinsonhaler for his help since the early phase of the study, and his
continual interest and suggestions throughout the past year. His
professional advice and friendship will long be remembered.

Appreciation is also extended to the other members of the doctoral
committee--Dr. Robert L. Featherstone, Dr. Norman T. Bell, and Dr. Lee S.
Schulman for their suggestions and friendship; they were always willing
to give counsel and help when it was needed.

Others to whom accolades must be given include my colleagues at

the Information Systems Laboratory, Michigan State University, whose

ideas, help, and advice made this study possible.

This acknowledgment would not be complete if the writer did not
express appreciation to his wife Ruth and the children, Amith and Yael,

for their patience and faith.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS
LIST OF TABLES .
LIST OF FIGURES.

LIST OF APPENDICES.

CHAPTER
I. THE PROBLEM

Purpose of the Study. .

Significance of the Problem

Limitations and Delimitations of the Study
Definition of Terms

Objectives .

Procedure of the Study .

Organization of the Thesis.

Explanation of the Theory .

Il. RELATED LITERATURE .

Organizational Theories.
Curriculum Processes.

Communication Theories and Computer Science .

Automation--New Feasibility
Information Retrieval Systems.

Ill. DESCRIPTION OF THE TECHNIQUE.

General Features .

Selection of the Instruments

The Technological Method . .

The Curriculum Management Technique.

Description of the Developed Reports

Report for the Board of Education

Reports for Administrators and Curriculum
Planners . . .

Reports for Teachers.

Reports for A School Counselor

Summa ry .

Page

vi

vii

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Chapter Page

IV. IMPLEMENTATION OF THE TECHNIQUE . . . . . . . . 77
Selection of the Sample . . . . . . . 77
General Report for the Board of Education . . . . 78
Reports for Administrators and Curriculum

Planners. . . . . . . . . . . . . . 93
Reports for Teachers . . . . . . . . . . . 99
Reports for Counselors . . . . . . . . . . 106
Summary. . . . . . . . . . . . . . . . 109

V. EVALUATION OF THE TECHNIQUE. . . . . . . . . . 110
Source of Data . . . . . . . . . . . . . 1ll
Questionnaire. . . . . . . . . . . . . . 111
Treatment of Data . . . . . . . . . . . . 112
Statistical Method . . . . . . . . . 11A
Results of the Statistical Treatments. . . . . . 11A
Implications of the Statistical Treatment . . . . I20
Cost Analysis. . . . . . . . . . . 122
Cost Profile for Data Bank . . . . . . . . . 122
Cost Profile for Report Generation. . . . . . . 124
Summary. . . . . . . . . . . . . . . . 124

VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . . 127
Summary. . . . . . . . . . . . . 127
Purpose of the Study . . . . . . . . . . . 127
Sample Selection. . . . . . . . . 127
Instrumentation and Data Collection . . . . . . l28
Limitation and Delimitation of the Study, , , . . 128
Method of the Study and Analysis . . . . . . . 129
Major Findings . . . . . . . . . . . . 130
Conclusions . . . . . . . . . . . . . . 131
Recommendations . . . . . . . . . . . . . I32

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . 136
APPENDICES . . . . . . . . . . . . . . . . . . 1A2

Table

12.
13.
III.
IS.
16.

LIST OF TABLES

General Attitudes About School

Negative Attitudes About School

Attitudes About Essential Services

Information for Teachers

General Attitudes About School

An Overall Comparison of the Range of Percentages of
Favorable Responses of a Local High School's Attitudes
with Michigan Norms

Negative Attitudes About School

Attitudes About Essential Services

Information for Teachers

Total Scores of Items Listed Under Each Variable

Total Scores of the Tested Variables
(VI+V +v +VAI+VS)

2 3
Scores on Variable I.
Scores on Variable II
Scores on Variable Ill

Scores on Variable IV

Scores on Variable V.

Page
62
68
69
72
79

82
96
98
105

113

llS
116

Il7
l18
II9

l20

Figure

10.
11.
12.
13.
1A.
15.
16.
I7.

19.

20.

LIST OF FIGURES

A Comparison of Traditional and Proposed Ways of
Communication Within an Educational
Administrative Organization

A Typical Approach to Curriculum Planning.

Curriculum Planning Utilizing Computers

Relationship of Computer Components
to Patterns of Use

Flow Chart Relating Input to Output.
The Curriculum Management Technique.
Students' Evaluation.

Faculty Evaluation

Parent Evaluation.

Illustration of Retrieval Procedures
Report for Administrators

Report for Administrators

Reports for Teachers.

Information for Counselors.
Information for Counselors.

Report for Administrators

Report for Teachers

Information for Counselors.

Cost Analysis for Data Bank Generation per Questionnaire.

Cost Analysis for Report Generation From an Existing
File of 400 Questionnaires.

vi

Page

100
107

123

125

LIST OF APPENDICES

 

Appendix Page
A. Technical Manual . . . . . . . . . . . . 142
B. Wh§£_29 You Think About Your School . . . . . . 180
Secondary Student Questionnaire . . . . . . . 181
Parent Questionnaire . . . . . . . . . . . 187
Faculty Questionnaire. . . . . . . . . . . 195

C. How Much Information Do You Have
About Your School? . . . . . . . . . . ZOA

vii

CHAPTER I

THE PROBLEM

The need for curriculum revision is commonly felt by parents,
students, and educationists, yet there are disagreements among them
concerning curriculum design and curriculum methods.

Every well-planned curriculum ought to have some educational
goals which are set by some educational phiIOSOphy. These goals are
implemented by help of psychological principles, and they are obviously
related to a certain social environment.

Essentially, a curriculum deals with three main factors: students,
processes (teaching), and prOperties (books, educational services, etc.).
The author believes that the first factor, the student, is of prime
concern, and the other two factors mainly serve the first.

In order to provide an efficient curriculum, one should develop
adequate tools which would enable the planner to provide realistic
curriculum plans. Apparently, what seems to be vital for curriculum
planning is an apparatus providing a channel for communication through
which attitudes, interests, and evaluations will be transferred from
different groups (parents, teachers, students, patrons) to the
curriculum designers.

An attempt will be made to apply a computer technique, e.g., the
Basic Indexing and Retrieval System (BIRS), (which is a collection of
Portable Fortran programs) to the tools which elicit information from

the community subgroups.

Purpose of the Study

 

The purpose of this study is to present a computer-assisted
technique which will enable a curriculum designer, or other school
personnel, to gather information such as: students', teachers',
parents', and patrons' interests, attitudes, and evaluations concerning

a particular course or program.

Significance of the Problem

 

There can be no doubt as to the importance of a formal technique
for the process of curriculum revision. Essentially, what is needed is
a technique which may be used as a channel of communication and, as such,
will provide message reliability and message validity, and yet be simple
enough to handle. The extent to which parents', teachers', students',
and patrons' evaluations are important can be seen by considering the
following aspects:

1. Communities conceivably have the right to expect that an adequate
audit of the curriculum be made on a periodic basis. This audit should
include not only professional Opinions, attitudes and interests, but
also those opinions, attitudes and interests of other members of the
community as well.

2. For proper functioning, a system must provide reliable communication
of educational objectives among parents, teachers, and students.
Acceptance of these objectives will provide a great deal of motivation
and satisfaction--factors which will lead to a more efficient method

of curriculum implementation.

Limitations and Delimitations of the Study

 

The validity of this study is affected by the following factors:
I. The nature and validity of the major source of data, which includes
responses to What Do You Think About Your School by members of the
school community.
2. The nature of the computer technique, designed to provide reliable
information.
3. The study is limited to one district and the data collected from
this school community tends only to demonstrate the applicability of
the described technique. This study is in no way an experimental study.
It is, in essence, a conceptual statement of the applications of
computers to curriculum planning.
A. The study assumes the individual will respond to the questionnaire

with his true perception of the school community situation.

Definition of Terms

 

Curriculum.--A social system composed of the interactive elements

 

of persons, processes, and properties organized for the purpose of
providing the conditions necessary for continuing educative experiences.

Elementary Pupil.--Student enrolled in grades kindergarten

 

through six.

SecondaryiPupiI.--Student enrolled in grades seven through twelve.

 

Faculty.--Administrators and teachers of a public school.

Parents.--Father or mother of pupils in a public school.

oo-o-a---———

 

lLeo Dworkin, A SysteyLTheory_Approach Toward the Reconceptualization
of Curriculum (Unpublished Ph.D. Thesis, Michigan State University, 1969),

p. 7.

 

Patrons.--Taxpayers in a school district who do not have children
in the public schools.

Processes.--A series of interdependent steps established for the
purpose of attaining a goal or end.

Properties.--Items in a curriculum system such as books and other

 

education services.

Computer—Assisted Technique.--A computer software package, which

 

will enable one to store different kinds of information related to a
school district and retrieve this information according to the curriculum
planner's purpose.

Message Reliability.--Trustworthy information which is transferable,

 

consistent, and accurate.

Message Validity.--The degree of understanding the receiver of

 

information attains in relation to the sender's original purpose.
lflpg£3--Information or data transferred or to be transferred from

an external storage medium into the internal storage of the computer.
Output.--Computer results, such as answers to mathematical problems;

statistical, analytical, or accounting figures; production schedules; etc.

Objectives

 

General Objective l.

 

To develop a theoretical basis, which will emphasize the importance
of communication essential to continual adaptation of the curriculum to
changing teacher, student, parent, and patron needs.

A. To develop a concept which will deal with the feasibility of using
the computer as a communication device.

8. To point out that more adequate channels of communication will

provide a higher degree of satisfaction and motivation, which will
necessarily lead to a better acceptance of educational objectives.
C. To show the relationship between understanding and acceptance of

the main goals within an educational system.

General Objective II.

 

To develop a computer assisted technique which will enable one to
use the collected data as input which will provide valid and reliable
output. The technique will be simple enough for use by computer non-
experts and will enable the curriculum planner to gather the desired
information (responses) in a short time.

A. The technique which will be developed for this purpose will use the
following: (I) Punched cards for input,(2) Magnetic tapes for information
storage and processing, and(3) Basic Information and Retrieval System
(BIRS) programs which will be modified for our specific purpose.

8. The model will be described step by step and a technical manual will
be developed for general use.

C. The language of the questionnaire developed by Dr. Herbert C. Rudman

in What Do You Think About Your School, will be modified to the space

 

limitation and cost imposed by the computer system chosen.

General Objective III.

 

The devel0ped computer technique will be evaluated in terms of
availability of information.
Essentially, the significance of changes, before and after, will

be measured by the Walsh Test. For this purpose a pre-test and a post-

 

test will be presented to a group of professional educators. This group

will be tested before presenting them the gathered information about
their community, and after presenting them the final reports generated
by help of the developed technique.

General Hypothesis A

H : There is no significant difference between the pre- and
post- conception of availability of information.

If the H0 will be rejected, the following hypotheses will be tested
for five specific variables derived from the general instrument.

1. Ho: There is no significant difference between the conception
of availability of information about the whole community,
before and after consideration of the developed reports.

2. H : There is no significant difference between the conception
of availability of information about teachers, before and
after consideration of the developed reports.

3. H : There is no significant difference between the conception
of availability of information about parents, before and
after consideration of the developed reports.

A. H : There is no significant difference between the conception
of availability of information about students, before and
after consideration of the developed reports.

5. H : There is no significant difference between the conception
of the cost of technological devices, before and after
consideration of the cost analysis report about the
developed reports by computers.

Procedure of the Study

A. Selection of sample.--A small sample (2A) of community members

 

will be selected, representing students, parents, and teachers, in order
to develop the computer-assisted model. The sample will be selected from
a community. Data collected from this population will be used only as a
pilot study for the development of a suggested computer-assisted

technique.

B. An additional sample of about #00 persons will be used to test
the developed technique and to prove its applicability for curriculum
planning.

C. An evaluation team selected from the same school will include
a superintendent, principal, an assistant principal, counselor and five
teachers. This group will be given a questionnaire (Appendix C)
developed particularly to evaluate the testing of the availability of
information about different parts of a school community.

D. What Do You Think About Your School is a questionnaire developed
by Rudman for the determination of community perception of its school
district, and will be used as a guideline for the modified questionnaire
for the specific purpose of this study.

E. Distribution of the What Do You Think About Your School
questionnaire: The data will be collected by distributing the questionnaire
among the subgroups mentioned earlier. The required time for answering
the questionnaire should not exceed 30 minutes. Answers will be given
anonymously.

F. The Basic Information Retrieval System (BIRS) on the Control
Data Corporation (CDC) 3600 computer at Michigan State University will

be used in order to develop the desired technique.

Organization of the Thesis

 

This chapter has stated the purpose of the study, the significance
of the problem, the limitation and delimitation of the study, the
definition of terms, the general objectives, and the procedure of the
study.

Chapter II presents a review of related literature. The review

includes reports on studies related to organizational theories which

emphasize ways of improving institutional effectiveness, research on
curriculum processes, studies on communication theories and computer
science, and studies related to information and retrieval systems.

Chapter III presents the developed technique, which includes
reports generated for a board of education, administrators and curriculum
planners, teachers, and counselors.

Chapter IV shows how the developed technique has been implemented
in a school district including a relatively large number of students.

Chapter V is devoted to evaluate the developed technique by means

of a statistical test.

Chapter VI presents the conclusions, summary and areas recommended
for further study.
A complete technical manual describing all the technical procedures

of this study is included in the section of Appendices.

Explanation of the Theory

Figure 1 illustrates a comparison of traditional and proposed ways
<>f communication within an educational administrative organization.

As shown in the figure, the dotted lines represent the traditional
Idays of communication. By this method, a message from a student to a
asuperintendent will pass through at least his teacher, principal, and
Insually an assistant superintendent. This linear communication network
cannot provide full reliability of a message.

On the other hand, introducing the use of computers, as shown on
the: right side of the figure, may eliminate the traditional pitfalls.
By IJsing computers, a superintendent can receive information directly
frtun a student without interference from other levels. Also, the figure
shcnvs that each one of the different levels within the system has a

direct access to and from the information file.

 

 

 

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1 Students r

Traditional Channels of Communication -------

Proposed Channels of Communication

 

FIGURE l.--A Comparison of Traditional and Proposed Ways of Communication
Within an Educational Administrative Organization.

Figure 2 shows a typical approach to curriculum planning. As

i l ‘l LJsstrated, a curriculum is mainly influenced by a philosophy, by
p5 ychological methods and by social and educational objectives. The
f-' i 9;: re points out how a curriculum is imposed on teachers and students
wi thout any possible feedback from those who are, in all practicality,
trace: r11ost affected by the curriculum.

The two additional ingredients, parents and patrons, have very
13 t: t: I e chance to express their opinions about the curriculum itself.
‘Ttmea‘,r might have some influence on the educational objectives, yet there
is no way provided for fluent communication.

Figure 3 illustrates a method of curriculum planning that utilizes
Comp uters.

From Circle No. I, which represents the community (parents, patrons,
tea'Clfiers, and students), requested information is transferred to a
(”J '_ 'T i (nHLMIplanner in the form of a questionnaire which will be processed
"1 ‘53 Icomputer using BIRS programs. The computer will provide various
reports showing the curriculum planner. The corqunity's interests,
at t P tudes, and evaluations of the current curriculum (Circle No. 2) are
to the curriculum planner in the form of generated reports. From
tr“3:55<3 reports, the curriculum planner can provide a revised program
(C: i '-<:Ule No. 3) for students and teachers. Then they will again be able
to e><press their feelings concerning this new program.

Essentially, by utilizing computers for this purpose, we can

Provi de a fluent process which enables one to have permanent feedback.

 

 

 

[Philosophy Psychology
(FD rofesionnal (Methods of
Opinions) Teaching)

Social
(Educational
Objectives)

 

 

 

  

 

 

Curriculum

 

 

 

Planning

   

 

 

 

Teachers

 

 

 

Students

 

 

F
'GURE 2,--A Typical Approach to Curriculum Planning-

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Figure A shows the relationship of computer components to patterns

(3.f: LJsse.
The computer components include the computer hardware and the
(;c).11;:>t4ter software--in this case, the BIRS software package.
At the present time, these components are used mainly for

abs t r‘acting and indexing. It is suggested that these components will

be 1..- tilized to provide channels of communication among members of a

community.

Figure 5 is a flow chart relating input to output. The input

inc: 1 udes four essential steps: (I) The community feelings are expressed

on ( 2 ) a questionnaire which will be (3) punched on cards. The punched

ca rd 3 will be (A) processed and stored in a computer.

For output, the (1) curriculum planner must then (2) define questions
tha '2 will retrieve the pertinent information. (3) These questions will be
pur“(rifled on cards, (A) processed in a computer, (5) and the required output

WI 1 I be provided (6) in a numeric or verbal format.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I

l I

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I (Hardware)

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' : Components

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| (Software) |

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l l

'---- ----- ----|
_!_JEL_¥Use at Present Time Suggested Applicability
Abstracting, Indexing Channel of Communication

Among Members of
a Community

 

 

 

 

 

F
IGLARE A.--Relationship of Computer Components to Patterns of Use.

INPUT

 

 

 

I - Community

 

Responses on

 

 

 

 

 

 

33 - a Questionnaire
Punched

3- Cards

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15

OUTPUT

 

Curriculum
1.
Planner

 

2 Required
' Information

 

 

Punched
3. Cards

 

 

 

 

 

 

 

r ----- -- .'
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: A. Processing I
The I I
Computer l I
r------ - ‘
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I Required '
l
I Output .
I I
I I
k - - - - - - - - --J
Numeric Verbal
Format Format

 

 

F'
|(PURE S.--Flow Chart Relating Input to Output.

CHAPTER II
RELATED LITERATURE

Many terms such as bureaucracy, formal organizations, and social
organizations are used interchangeably to describe organizations. Most
of t: hese represent theories of organization, each of them stressing a

par. t i cular point of view.

An organization is defined as a social system oriented to
the attainment of a relatively specific type of goal, which
contributes to a major function of a more comprehensive
system, usually a society.

The emphasis in this definition is on the goals of an organizational

”" 3 1E -. Goals provide a source of legitimacy which jusitifies the activities

Of an organization. The actual effectiveness of a specific organization

'5 de termined by the degree to which it realized its goal.

A more elaborate definition of an organization is presented

by, EE-tlzzioni:

Organizations are characterized by: (1) division of labor,
power of communication responsibilities, divisions which

are not random or traditionally patterned but deliberately
planned to enhance the realization of specific goals,(2) the
presence of one or more power centers which control the
concerted efforts of the organization and direct them toward
its goals, these power centers also must review continuously,
the organization's performance and re-pattern its structure
where necessary, to increase its efficiency, 0) substitution

\

(“(3 ITalcott Parsons, Administrative Science Quarterly, Vol. 1,
' 2 , September, 1956, pp. 225-232.

17

of personnel, i.e., unsatisfactory person can be removed
and others assigned their tasks. The organization can
also recombine its personnel through transfer and
promotion.2
This chapter, which will explore general aspects of organizational

5 t ructures, curriculum processes, and problems, is concerned with

i n F0 rmation systems and computer science. The chapter is divided into

Fou r' parts: (I) organizational theories, (2) curriculum processes,
(3 ) communication theories and computer science, and (A) information
and retrieval systems.

Organizational Theories

 

F’LIIF;F)<35e of an Administrative Organization

Any successful enterprise must be organized around explicitly
S't1<Ei t:e3d and commonly held goals and objectives. Urwick points up this
iCi‘e-a , saying:

Every organization and every part of every organization
must be an expression of the purpose of the undertaking
concerned or it is meaningless and therefore redundant.
You cannot organize in a vacuum. You must organize for
something.

B» . . . . .
‘63 rT'T‘lard lIsts the elements of organIzatIon as ”(1) communicatlon,

(2 ) willingness to serve, and (3) common purpose."Ll Apparently, the

‘F ‘ .
‘ 'Tfs‘t two components refer to the thIrd one-‘Common purpose. Common

pL""Dose cannot exist without communication of that purpose and a

V" II I ingness on the part of employees to serve that purpose. The

\

' 2Amitai Etzioni, Modern Organization (New Jersey, Prentice-Hall,
he- $1961.); p° 3-

3
lxnie=r“ica

 

Lindel Urwick, Notes on the Theory of Organization (New York:
n Management Association, 1952), p. I9.

F1 Charles Barnard, The Function of the Executive (Cambridge:
arVard University Press, 1960), p. 82.

 

18

successful organization will have purposes that are carefully developed

53r1.cj \Nell understood by all members of the system from the unskilled

laborer to the senior executive. Gulick uses the term "work division"

ir1 .cj iscussing the same point, and makes the following statement:

.it is not possible to determine how an activity is to
be organized without, at the same time, considering how the
work in question is to be divided. Work division is the
foundation of organization: indeed, the reason for

organization.5
The degree to which the recognition of common purpose is achieved
vvi ‘I '1 directly affect the efficiency of the enterprise. The existence of

aari esn<jministrative structure should make the attainment of the objectives

rn<) rr<a= efficient than would be possible without such a structure.

be Process of Planning
Dale6 considers organizational planning as the process of defining,
gr.<'-3>‘-—I;:>ing, assigning, and effectively executing activities. More
Spe Ci fically, the assignment of functions, the assignment of responsi-
b i I I 1:ies, the delegation of authority, and the allotment of personnel
w i th in an organization are referred to as ingredients of the structure

C)i: €3I1 organization. Moehlman describes four functional activities of
Eicj'T‘i’rwistration. One of these is planning. He says:

Lack of emphasis on planning may omit or underemphasize
fundamental needs, produce slovenly execution, and make
appraisal difficult.7

\ _—_..---_.t_ —__.__--- -._

Str— .SLuther Gulick, et al., (eds.), Papers of the Science of Admini-
..._..§1£L122_(New York: Institute of Public Administration, 1957), p. 3.

6 . .
55t;r_ Ernest Dale, Planning and DevelopIng the Company Organization
..___£1Eisg£3_(New York: American Management Association, 1952), p. TAT

E‘l'F 7Arthur B. Moehlman, School Administration (New York: Houghton
fl in Co., 1951), p. 73.

19

Continuous organizational evaluation and reorganization is an integral
part of the administrative function.
Dale considers it from the following viewpoint:
Organization must be studied as a process of growth. Since
companies' size and their problems are continuously changing,
we must learn how to adopt the organization to these changes.
This may be done by analyzing the organizagion problems that
arise at various stages of company growth.
For the purpose of attaining greater effectiveness within industrial
organizations, Holden, Fish and Smith state:
Every phase of a company's organization plan should be
questioned and tested from a wholly objective viewpoint,
within being influenced by present pattern or personnel,
precedent or tradition. From such an anlysis a plan of
organization can be developed which will best meet the
current and future requirement of the business.9
But effectiveness is not the only element for which an evaluation
and planning is required. It is the whole system, which is likely to be
misled, as Ackhoff writes:
Managers who are not willing to invest some of their time
in designing a system that is to serve them, are not
likely to use a management control system well, and their
system, in turn, is likely to abuse them.lo
Cleland and King believe that an organization must carefully plan their

activities, and develop and select suitable alternatives from a myriad

of choices, because they are going to affect the future of an organization:

 

8Ernest Dale, op. cit., p. 165.

9Paul E. Holden, Lounsburg 5. Fish, Hubert L. Smith, Top Management
nganization and Control (Palo Alto, Calif.: Standford University Press,
l9Al), p. S.

IOR. L. Ackhoff, ”Management Misinformation System”, Management
Science (December, 1967), pp. BlA7-IS6.

 

 

20

Planning involves making a prediction about the conditions
of a future environment--and deciding where and how an
organization should proceed.11

Size

 

Size is an important variable in every organization. It has many
facets which should be considered and discussed much as those described

by Presthus:

.including the organization's scale of operations,
volume of work, extent of capital resources, number of
clients or customers, and the geographical scope of
activities.
All of these elements affect the efficiency and the communication channels
of an organization.

13

Terrien and Mills , in a study of 26A school districts of various
sizes in California, found that the larger the school district, the
greater the number of administrators. This finding held for elementary,
high school, unified, and city school districts. Although it is not a
new concept that the administrative unit increases as the school district

increases, it is implied that an optimum size for an administrative

unit exists.

Talacchi conducted a research project related to the size factor.

He assumed that organizational size affects employee modes of interaction

and these, in turn, affect attitudes and consequently, effectiveness of

IIDavid J. Cleland and William R. King, System Analysis and Project
Management (New York: McGraw-Hill Publishing Co., 1968), p. 93.

12Robert Presthus, The Organizational Society (New York: Alfred A.
Knopf,lnc., 1962), p. 28.

13F. W. Terrien and D. L. Mills, ”The Effect of Changing Size Upon

the Internal Structure of Organizations,“ American Sociological Review
(February, 1955).

21

of their work. Talacchi's data indicated that a significant negative
relationship existed between the size of the organization and the level
of satisfaction. The larger the organization the lower the level of
employee satisfaction. As the size of the organization increased, the
interaction and communication within the organization decreased.]h
As stated by Simon, Smithburg, and Thompson:

The maximum size of an effective unit is limited by the

ability of that unit to solve its problem of internal

communication.l5
Schools as Educational Organizations

The school is an organization; as such, it too is affected by size

and communality of perceived goals.

A major role of schools--rather formal educational

institutions or special schools set up by other

organizations--is to help people recognize admini-

strative concepts and theories. This can often

best be done by asking learners to apply ghem to

(or discuss them in) typical situations.l
School systems are constantly changing and evolving systems. To develop
a better school system, educationists will have to become more and more
concerned about its lines of communications with other social organiza-
tions, and to ensure a better acceptance of educational objectives.

Constant change and growth of communities and their school districts

have in many cases caused educators to work with an administrative

 

IA

S. Talacchi, “Organization Size, Individual Attitudes, and
Behavior: An Empirical Study,” Administrative Science Quarterly
(December, 1960), pp. 398-A70.

l5H. A. Simon, D. W. Smithburg, and V. A. Thompson, Public
Agministration (New York: Knopf, 1950), p. 131.

l6Bertram T. Gross, Organizations and Their Managing (New York:

Free Press, 1968), p. 621.

22

organization that was not fully efficient. The ongoing situation in
education is clearly described by Fowlkes:

While the tasks assumed by public education have multiplied
in number and magnified in social significance in our time,
the previousness for their achievement have not been enlarged
or improved in like degree. It may be observed that the
school organization itself has not been modified basically
toward more efficient and effective accomplishment of its
reason for its existence. Instead, school organization has
been altered by the addition of patch upon patch on a
structure designed more for a program of limited education
in a few academic areas than for a program of broad fields
of activity in a modern school.l7

Fowlkes argues that educational administration lacks the required
experience and tools to improve the educational process.

The administrator of public schools may learn from his
counterparts and activities far removed in nature from
public education. There is a kinship between the tasks
of education and the tasks of related fields, though the
problems of the former may seem often to be peculiar to
it, and answerable only in the language of the profes-
sional educator.I

Two functional problems, which should be given a serious consideration,
are discussed by Bidwell:

One of these is the coordination of the instructional
activities of classroom teachers and individual school
units in such a way as to maximize the sequential
articulation of these activities and insure reasonable
uniformity of outcomes. The other is the maintenance
of sufficient latitude vis-a-vis the public consti-
tuency and its agent, the board of education, for the

exercise of professional judgment regarding, first,

17John G. Fowlkes, Introduction to Harlem L. Hagman and Alfred
Schwartz, Administration in Profile for School Executives (New York:
Harper and Brothers, 1955), PP. l-2.

I8Ibid., p. 2.

23

what kinds of specific educational outcomes best
serve the students and the constituency, and second,
what procedures are best adopted to these end.19

Curriculum Processes

 

Curriculum Definition

 

The first step that one must take in attempting to understand
“curriculum” is to reconize that one of the most fundamental demands of
society is to have its school continue to permit its youth to develop
certain beliefs, skills, attitudes, values, conventions, and customs
which are generally deemed by the majority to be important to the
perpetuation of the culture.

Through a myriad of experiences, the school attempts to instill
within its young those values, attitudes, and skills which the parent
society is to deem to be fundamental. But this is a very difficult
and hazardous task for any one institution to undertake. A society as
complex as ours is continually changing. Its values are not necessarily
consistent from one generation to the next. What is highly prized by
one generation is often looked upon with disdain by another. Skills
that were once considered valuable may no longer exist today. They
have often been replaced by skills either more or less complex but
nevertheless thought to be more desirable.

Experiences, objectives, and methods are all very much a part of

the school's role as a social organization. In addition, we must

 

19Charles E. Bidwell, ”The School as a Formal Organization,“
flggdbook of Organization, J. G. March (ed.), (Chicago: Rand McNaIly
8 Co., 1965), p. 1012.

 

2A

consider the administrators, parents and patrons. Education can be
meaningful to the extent that we can coordinate and control the inter-
actions between these variables. As Miel has said:

.curriculum change is something much more subtle than
revising statements written down on paper. To change the
curriculum of the school is to change the factors inter-
acting to shape that curriculum. In each instance this
means bringing about changes in people--in their desires,
beliefs, and attitudes, in their knowledge and skill.
Even changes in the physical environment to the extent
that they can be made at all, are dependent upon changes
in the persons who have some control over that environ-
ment. In short, the nature of the curriculum change
should be seen for what it really is--a type of social
change, change in people, not mere change on paper.20

Since the primary goal of the school system is to evoke desired
behavioral changes in students, the instructional methods used in the
school might be specifically designed to give incentive for students

to react to what is being presented.

Changegas a Basic Need

 

At this point, it would be appropriate to discuss the process of
change, which has brought education to the brink of a new era. The
word ''change” often tends to produce some rather strong emotional
reaction basically, because change for many people is threatening. At
the present time change is associated with rapid technological advance,
with political unrest, factors which force mankind toward improvement
on the educational scene.

The impact of change in international events has been described
by Blakely:

—-— - 0-“..._

20Alice Miel, Changing the Curriculum, A Social Process (New York:
Appleton-Century-Crofts, Inc., 196A), p. 10.

 

25

To have the Soviet Union be first in space was a traumatic
experience for the American people....This triggered off a
reexamination of education which had been gathering force
for a number of years. The first statements tended to be
frenetic and hysterical, many people calling for radical
reorganization of our schools to produce mathematicians,
scientists, and engineers as sharply tooled for particular
purposes as the Soviets themselves were tooled.2

Apparently, in every crisis situation, the need for a rapid change is
more evident. It is the educator who is usually blamed even though the
crisis is a failure of political administrators; a fact which has
increased pressure for change within school curriculums. As stated
by Dworkin:
Each new social crisis brings a rash of critics storming
down upon educators with panaceas for improvement. Auto-
mation, social security, and a longer, useful life-span
point toward an education that must develop as a safe-
guard for the young against delinquency and become a
positive step in the direction of mental health in a
world of anxiety and unrest.

Needs for creative mind and adjustability of the individual to the
job situation are described by Drucker23, who points out that this
objective can be achieved only by great change.

In spite of the above described rationale, curriculum planners
are likely to prepare programs which are not usable in modern schools,

as these new programs do not fit the needs of children and the society

as well. In light of this comment, Goodlad's statement will be useful:

 

-.

 

2IJ. Robert Blakely, ”The Copernican Revolution in Attitudes,”

Chagging Attitudes in a Changing World (New York: Associates of Bank
Street, Conference Report, 1958), p. 28.

22Leo Dworkin, “A System Theory Approach Toward the Reconceptuali-

zation of Curriculum,” (Unpublished Ph.D. Thesis, Michigan State
University, 1969), p. 7.

23Peter F. Drucker, American Next Twenty Years (New York: Harper
8 Bros., 1951), p. 30.

26

.curriculum planning takes place in such a piecemeal
fashion that across-the-board examination of the total
school exgfirience of children and youth is not likely
to occur.

By and large, it is acceptable that the curriculum should be
frequently changed and adjusted to social need, but the implementation

of this seems to be hard to achieve. There is a strong resistance and

reluctance to change in general, and these factors are hard to remove.

Curriculum Planning

 

Education cannot afford to be static. It must accept the principles
of change. Curriculum planners must realize that knowledge 'per se' can
no longer serve as an adequate basis of the curriculum. Neagley and
Evans put it this way:

The curriculum worker may be overwhelmed when he learns
that estimates indicate that it took approximately 1,750
years for the first doubling of knowledge, 150 years for
the second doubling, fifty years for the third, and only
ten years for the fourth. He wonders how long it will
take to double the next time, and the next, and so on
'ad infinity.‘ The wise curriculum worker will come to
the conclusion that selection of subject matter for the
curriculum on the basis of its worth is no longer
possible.25

Curriculum planning can no longer be a product of a small profes-
sional group, whose main concern is the subject matter. Keller, in

reviewing curriculum revision, says:

 

2“John I. Goodlad, et al., The Changing School Curriculum (New
York: Ford Foundation, 1966), p. 17.

25Ross L. Neagley, and N. Dean Evans, Handbook for Effective
Curriculum Development (Englewood Cliffs, New Jersey: Prentice-Hall,

Inc., 1967), p. 35.

 

 

 

27

Most authorities agree that all concerned in the outcomes

of curriculum revision--teachers, students, and community

members--should participate in the study of problems which
are significant and urgent to them.2

With regard to curriculum improvement, Krug made a similar

statement:

Curriculum planning involves the participation of teachers,
currlculum consultants, the general public, and students in

local schools.

Romine, in a discussion of secondary school curriculum planning,
said that responsibility for decisions and action rested with two groups:
(1) high school administrators and teachers, and (2) elementary school
administrators and teachers. Other participants which he said should
serve in an advisory capacity were: (1) high school pupils, (2) curricu-

lum consultants, and (3) community laymen.

Present-day writers in the field of curriculum study feel that a
Icooperative process must be involved. When Weber considered implications
for curriculum study, she mentioned teachers, administrators, students,

and parents as parts to be included in the planning process as explicitly

Stated:

It is the teacher who must become aware of the
infinite possibilities of childhood and make provision
for their realization.

The administrative staff will also have to be
involved in the direct study of the children in the
same intimate, detailed way....Children, too, must be
participants in curriculum building....The developmental

26Robert J. Keller, ”Secondary Education-Organization and Admini-
stration,” Encyclopedia of Educational Research, Chester W. Harris (ed.),
(New York: Macmillan Co., 1960), p. 1252.

27Edward A. Krug, Curriculum Planning (New York: Harper 8 Bros.,
1957). p. 227.

28Stephen Romain, “The School Administration and the Secondary School
CLll’riculum,” The Bulletin of the Association of Secondary School Principles,
XXXII (November, 19m, p. 2?

28

point of view makes it necessary for us to explore with
the child his resources, and to set with him new goals
and aspirations by building on current needs and
interests.

Parents also must be involved in a partnership with
teachers to a degree unexplored at the present time....
The involvement of parents in curriculum building means
that they, too, must become acquainted with the scien-
tific information available and with the facts of
development of each of their own children. 9

Smith, Stanley, and Shores stated that the principle of widespread
participation rests upon three considerations:

(1) Changes are apt to enjoy longer tenure if they are
understood and supported by the public.

(2) Those affected by a policy or program should share
in shaping this policy or program.

(3) All persons involved in the program must have a
share in planning it or else it may not work out in
practice.30

Ahrens said that a curriculum planned without full participation of

all involved would be ineffective. He stated:

Curricula that are planned and developed without full
participation of all concerned--teachers, parents, and
students are usually ineffective. This is especially
true when there are appreciable changes suggested in
the existing curricula.

Changes in approaches, content and methods take
place only when there are changes in the thinking of
those who are concerned. From this point of view it
is easy to understand why teachers sabotage changes,
parents demand that the school return to the

 

29Julia Weber, “Child Development Implications for Curriculum
Building,“ Educational Leadership, XI (March, 195A), pp. 3A5-3A6.

3OB. Othaniel Smith, William 0. Stanley, and J. Harlan Shores,
Fundamentals of Curriculum Development (New York: Yonkers-on-Hudson,
World Book Co., 1957), p. A52.

29

fundamentals and students criticize innovations. Under-
standing and effective use of curriculum materials are
certain to come through participation by all concerned.31

Although the idea of community participation which involves all who are
affected by the school is fairly well agreed upon in theory, the problem
of who decides what usually appears as these ideas are put into practice.

Trump and Baynham offered a plan which might be put into

practice:

All appropriate groups in the community can be mobilized
for involvement through a coordinating organization. This
organization...might include 18-20 persons representing the
various constituencies of the school. The group might
include, for example, four staff members, elected by the
staff itself; four students, probably officers of the
student council; four parents, possibly members of the PTA
executive board; four persons to represent the community
at large; one or two representatives of the board of
education; and one or two representatives of the admini-
strative-supervisory staff.

Channels of communication between the community
representatives and organized groups in the community,
as well as with the community in general, must be care-
fully worked out and also their role in the process
should be explained.

Many present-day problems in role perception have been brought about
because of changing relationships between the various participants in
curriculum planning. Many relationships which were formerly personal
have been replaced by imporsonal ones. Allen described some of the

causes and effects of these changing relationships:

 

3lMaurice R. Ahrens, “Parent and Staff Cooperate in System Wide
Improvement,” Educational Leadership, XI, (March, 195A), p. 338.

32J. Lloyd Trump and Dorsey Baynham, Focus on Change-~Guide to
Better Schook;(Chicago: Rand-McNally, 1961), pp. 125-126.

 

30

Changing relationships that involve the teacher,
the administrator, and the school board cause growing
concern. Reasons for the changes are indeed under-
standable. In the face of tightening resources there
are the ever present problems of balancing money and
need, of weighing the demands for higher salaries
against pressures for the extension and improvement
of programs and services. There is also the rapid
growth in the size of school districts, with resulting
uncertainties and with temporary dislocations.

Under these conditions, the distance between the
board of education and the teaching staff seems to be
increasing. Formerly, communication between them was
carried on freely and naturally, in day-to-day working
relationships. Thus, mutual understanding and common
purpose could be maintained. Now communication is
more and more often restrained, curtailed, and made
impersonal by the existence of multiple levels in the
professional hierarchy.33

Communication Theories and Computer Science

 

Terminology,

 

At the very beginning of this chapter, it is necessary to examine

the terminology surrounding the communication process. A clear definition

of this process will be helpful to a better understanding and use of this

 

concept.
Communication comes from the Latin “communis” common. When
we communicate, we are trying to share information, an idea,
or our attitude. The essence of communication is getting
the receiver and the sender ”tuned” together for a particular
message.3
33

James E. Allen, Jr., “The Big City School--Problems and Prospects:

School Personnel and Educational Policy,” P. T. A., LIX, (June, 1965),

p. 12.

3A

Wilbur Schramm, The Process and Effects of Mass Communication

 

(Champaign, Illinois: University of llinois Press, 195A).

31

In short, it may be said that communication refers to the whole
process of man's life in relation to the group; it involves interchange
of thoughts or opinions.

Communication implies information. In the broadest sense, infor-
mation has been defined as ”that which is commuicated,” and the
definition of information is a “patterned relationship between events.”
Facts, numbers, and dates are processed to provide meaningful information--
an increment of knowledge. It may be conveyed in many ways both formally
and informally.

Conceivably, information is:

The substance of communication systems in its various
forms--electronic impulses, written or spoken words,
informal and formal reports--information provides a
basic ingredient for decision making.

The term communication in the psychological sense refers to the
exchange of ideas and experiences between individuals. Spoken and written
languages provide the human being's most important tools of communication,
but there are other ways in which people may communicate their ideas and
feelings.

Communication System and
Qigegizations Effectiveness

Shannon's Communication System is a 'conditio sine qua non' for

everyone dealing with this particular t0pic. This classic model was

accepted by many other writers, and it might be considered as an

essential one in every organization.

 

35R. A. Johnson, F. E. Kast, and J. E. Rosenveig, The Theory and
Management of Systems (McGraw-Hill Book Company, 1963), p. 75.

 

32

The general model includes a transmitter and a receiver, with a
receiver connected directly to the destination. Also, involved is the
concept of a noise source which theoretically interferes with information
flow between the transmitter and receiver.

Every communication requires three basic elements as described by

Shannon--the source, the message, and the destination.

Inf
Source Transmitter

Signal

 

 

’36

ReceiverJ--'{DestinationI

 

   
   

Receiving

Signal
Source

Information in Shannon's sense is a function of: (l) the number of

Message

alternatives, and (2) the probability of occurrence of these alternatives.
In short, man uses his communication to (I) receive and transmit messages
and retain information, (2) to perform operations with the existing
information for the purpose of deciding new conclusions which were not
directly perceived; and for reconstructing past and anticipated future
events. (3) To initiate and modify physiological processes within his
body, and (A) to influence and direct other people and external events.37

But the effectiveness of the whole communication system depends upon its

success to communicate, or put another way, how well the information is

 

36Claude E. Shannon and Warren Weaver, The Mathematical Theory of
Communication (Urbana, Illinois: University of Illinois Press, 19A9),

p. 98.

 

 

37Ibid., p. 98.

33

accepted. It is rather a question of corresponding and we nay state that
the main goal of communication is ”getting the sender and receiver 'tuned'
together for a particular message.”

In practical terms, it should be asked how much of understanding
do we lose by indirect communication? We are well aware that a large
organization cannot be managed only through informal and personal
communication.

Communication is essential to the function of any organization, and
it is widely held as the most important single process in management.
Communication as it exists in many organizations, places primary emphasis
on control, chain of command, and the downward flow of orders. There is
no corresponding emphasis placed on more adequate and accurate communi-
cation flowing upward.

38

Likert reports on a survey by the New York State Department of

Labor which was interested in finding out about the communication process.
This study found that the companies surveyed were interested in getting
the management's viewpoints across to the workers, but all the companies
were less interested in discovering the worker's viewpoint. Likert states:

Upward communication, therefore is at least as inadequate
as downward communication and probably is less accurate
because of the selective filtering of information which
subordinates feed to their superiors. In view of the
influence of upward communication on management's aware-
ness of problems existing in organization and on the
information or misinformation used in making decisions,
the inadequacy in upward communication is probably more
serious than the deficiencies in downward communication.

39

 

38Rensis Likert, New Patterns Of Management (New York: McGraw-Hill
Book Company, 1961).

 

39Ibid., p. 117.

3A

Conceivably, unless it can be communicated to others, an admini-
strator's decision has no value. In fact, without the ongoing process
of communication, the decision could not have been made in the first place.

One of the most detailed studies of organizational communication
was carried out by Robinson“0 concerning the communication network between
the United States Congress and the Department of State. In this study,
Robinson was dealing with the frequency, content, source, levels, place,
and mediation of the communication.

The importance of the communication process in this type of
organization is found in the relatively high correlation (r=.A1 p<<J31)
that this research obtained between representatives' and senators'
satisfaction with the information process and their approval of the
Department of State's foreign policy during the 85th Congress.

A central problem in every communication system is how much
information can be transmitted without overloading the channels of
communication. It is apparent, that the more complicated the data, the
earlier in the channel would one expect the message to be condensed by
omission of detail. As expressed by March and Simon:

The more complex the data that are perceived and the less
adequate the organization's language, the closer to the
sources of information will the uncertainty absorption

take place, and the greater lel be the amount of summarizing
at each step of transmission. 1

“Iv” .. ’. Dr D...“—

 

“OJ. A. Robinson, Congress and Foreign Policy-Making (Homewood,
Illinois: Dorsey, 1962), pp. 117-190.

l”J. G. March and H. A. Simon with H. Guetzekow, Organizations
(New York: Riley, 1958), p. 166.

 

 

35

Accuracy of transmission is of vital importance for every organi-
zation system as an “administrator is an unique mode in a communications
network of information systems, where inputs to him are various forms of
secondary information, outputs from him are decision or problem solutions,
and goals center upon the regulation and adoptation of organization

A2

devoted to the education of students.

Communication in Education

 

Educational process is by definition a process of communication among
people, and there is no way to transfer knowledge, values, and attitudes
without adequate channels of communication. It is one of the basic needs
that every school is requested to provide communication programs which
will insure that children and youth are gaining necessary skills in
communicating meaning.

The importance of appropriate communication is stated by Berman:

First we live in a highly complex world. Persons,
ideologies, and cultures are becoming increasingly
perplexing, necessitating great sophistication in
communicating. .

Second, communication as the revealing of personal
meaning is important because of the need to increase
understanding among various groups of persons.A3

The matter of the personal nature of communication is discussed by

Kolman:

 

A2

Paul Culliman,and Robert Ruderman, A Prototype Computer-Based
System (New York: University unpublished paper).

ll3Louise M. Berman, New Priorities in the Curriculum (Columbus,
Ohio: Charles E. Merrill Publishing Co., l968):4p.TAA.

 

 

36

The word communication has two separate, yet closely
related meanings. It can mean the transmission or
imparting of information (or a perceived sense of
reality) from one to another person, or it can imply
a joining together of one person with another.“

The importance of the communication process within the school
organization is expressed by Bidwell:

.the communication of points of view and of requests
by the administrators to the teaching staff is itself a
prime component of control activities, while the admini-
strators must have access to current information about
the performance and attitudes of teachers.

This kind of information is vital for maintaining effective relation-

ships and carrying out an appropriate curriculum, as stated by Griffiths,

Clark, Wynn, and lannaccone:

Maintaining effective relationships with community
involves far more than a mere 'feeding' of information
to individuals in the school district. It involves, in
fact, a 'two-way' proposition, for the schools must be
interpreted to the community as well. The idea of
interpretation is that a message is put into the
language and setting of those who are to receive it.

A6

The administrator as a communicator has been proposed as one of the

A7

current roles that the public school administrator must play in order

to relay his ideas clearly and with effect to the staff and community.

l'IWilIiam Kolman, ”Aspects of Existential Communication,” Journel-
of Existentialism, VI (Fall 1965), p. 59.

ASCharles Bidwell, ”The School a Formal Organization,
March (ed.), Handbook of Olganization (Chicago: Rand McNally, 1965),
p. 1016.

lI60. E. Griffiths, D. L. Clark, D. R. Wynn, and L. Iannaccone,

Organizing Schools for Effective Education (Danville, Illinois: Inter-
state Printers and Publishers, Inc., l9627, p. 167.

7“Mass Communication and Education,“ Educational Policies Com-
mission, NEA, 1958, p. l2A.

 

37

Moreover, lines of communication should be established to produce feedback
from these two receivers.

Edgar Dale"!8 presents the challenge that mass media does influence
the child and the adult. He argues that as educators they should be
alerted to the kinds of control they exert over the channels and messages
and through concerted effort they can influence the communication patterns.

Dale and William concluded their review of research in mass media
in education with the following principles:

(1) mass media messages will be most effective when
specific, relevant to the needs of the consumer, and
presented by trusted persons; (2) important messages
reach the receiver by both the formal and informal
system; (3) ideas must become legitimized before they
are fully accepted; and (A) a multi-media approach

with variety in medium is more effective than a
single medium. 9

Automation--New Feasibility

 

Definition of Automation

In modern societies, automation has become a vital part of business
and industry. Automation is an application of system concept. It requires
an overall system approach to integrate the operations of the business firm
into an operational man-machine system.

The term ”automation” has a very broad connotation and there are

many ways of defining it: Diebold has defined ”automation” this way:

 

“BNational Society for the Study of Education, Mass Media ang_Edu-
cation (Chicago: The University of Chicago Press, 1958), p. 52.

thdgar Dale and Harold A. Williams, “Mass Media” in Chester M.
Harris (ed.), Encyelopedia of Educational Research (New York: Macmillan

Co.. 1960). p. 795.

38

Automation is more than everything else, a concept
or a way of approach in solving problems, and that
it makes a considerable departure from many
accepted practices of management.50

Karsh defines automation as ”the accomplishment of a work task by an
integrated power-driven mechanism entirely without the direct application
of human energy, skill, intelligence or control.”SI

Automation can be characterized in the following way:

(I) the replacement of the human operator in a step or
steps of a process; (2) mathematics is becoming more
and more an essential tool in organization and their
managing; (3) the computer is becoming a more and more
common component; and (A) there is in general, a
breaking away from old conventional systems to new and
more efficient methods.52

The amount of information which may be supplied and stored by help
of computers is a new phenomenon in our lives and the results are:
reconstruction of the way of thinking and decision making, not only in
formal organizations but in our private lives too.

One of the most important outcomes caused by automation is a more
precise way of thinking and planning.

Mathematics will gain importance for much of the actual
testing of a new design which will be accomplished
mathematically. The engineer's job will be to transfer
the design and operating requirements into computer

language as a mathematical function. The computer will
complete the task.

 

50John Diebold, “Automation: The New Technology,“ Harvard Business
Review, November - December, 1953.

5'Bernard Karsh, ”Work and Automation,” Howard B. Jacobson and
Joseph S. Roucek (eds.) Automation and Society (New York, I959), p. 387.

52
196A).

53Ibid., pp. 17A-l75.

 

 

John Diebold, Beyond Automation (New York: McGraw-Hill Book Co.,

39

Conceivably, automation will provide a more effective and efficient
way of managing. In short, it is complete change in the attitude of mind
which enables one to get outside of a problem that seems insoluble and

approach it in a new and different way.

Computers in Education

 

The computer has been used primarily to automate business, but during
the past few years, there has taken place a large expansion of automation
of educational processes. This has reflected a general trend of educa-
tionists use of new devices.

The need for computers in education has been recognized by business
personnel. Business Publication International, now contains a new section

in its monthly magazine Business Automation entitled ”Automation Education.”

 

Curriculum workers impressed by the new automation devices are still
considering the implementation of computers with certain fear. As stated
by Neagley and Evans:

The curriculum specialist is fascinated by the rapid
rise of automation and the computer.

However, he has watched with some alarm as automation
replaces man's hands and senses and computers outproduce
his brain at an ever-increasing pace....Computers can
digest huge quantities of data of various kinds and
interpret them according to innumerable relationships.
As a tool of the researcher, the computer will save
millions of man-hours, freeing investigators for more
creative aspects of research. The computer may soon
make a sound theory of curriculum a reality.5h

 

51.Ross L. Neagley and N. Dean Evans, Handbook for Effective
Curriculum Development (Englewood Cliffs, New Jersey: Prentice-Hall,

Inc., l967ljfpp. 36-37.

 

no

Balogh and Purdum pointed out the feasibility of educating students,
whose number is rapidly increasing, by using new technological devices,

”To accommodate the rapidly increasing load imposed in the instructional

”55

system.

It is apparent, to perform effectively the roles so often assigned
to our schools, that one should consider very seriously the application
of computers to education. The extent to which computers may aid school
systems is described by Goodlad, O'Toole and Tyler:

Computer systems have now been developed that can be
used as the central part of a communication network
involving a number of widely dispersed elements of a
business enterprise....More rapid and accurate assess-
ment of complex environmental life permits better
understanding of changing relationships among data so
that circumstances can be controlled as they are
developed.56

In educational systems, one integrated computer center may serve
the needs of the administrator, teacher, counselor, curriculum developer,
and student.

Suppes, in his studies dealing with the huge information-processing
capacities of computers, indicates that it is possible to use them and
adopt mechanical teaching routines to the needs and the past performance
of the individual student.

With modern information storage devices it is
possible to store both a large body of curriculum

material, and the past histories of many students
working in the curriculum.

SSRichard L. Balogh and Don L. Purdum, Computer Assisted
Instruction, Feasibility Study, (NASA, Washington, D.C., January,

1968). p. 2-2.

56John I. Goodlad, John F. O'Toole, Jr., and Louise L. Tyler,
Eggputer and Information System lg Education (New York: Harcourt,
Brace and World, Inc., 1966), p. 7.

 

 

Al

This use of computers will have important
consequences for all students in the immediate
future. Even if students are not themselves
receiving computer-assisted instruction, the
results of such instruction will certainly be
used to revise and improve ordinary texts and
workbooks.5

A different aspect of computer applications in education is described
by Ellis.

The general assumption is that eventually there will
be a large central data bank. Perhaps what we really
want is to give everyone a credit card with a memory-
bank in it. Such an alternative may not be techno-
logically feasible for at least a hundred years. But,
essentially, it would have in it a map of where to go
for every bit of learning.58

Even though this idea cannot be implemented at the present time,
computer-based data centers are becoming more and more popular serving
mainly under three headings, archives, clearing houses, and consortia.

Judson Shaplin59

approaches the t0pic of computer technology from
the standpoint of curriculum reform in elementary schools and the
reorganization of personnel that is required to accomplish it. The

stress in the new curriculum should be on individual student progress,

 

S7Patrick Suppes, “Computers in Education” in Information: A Scientif-
ic AmericanBook (San Francisco: W. H. Freeman 5 Company, 1966):
pp. 159~160.

58Allen 8. Ellis, I'Some Characteristics of Educational Data Bank”
in The Computer in American Education by Don D. Bushnell and Dwight W.
Allen (New York: John Wiley and Sons, 1967), p. 108.

59Judson T. Shaplin, ”Computer-Based Instruction and Curriculum
Reform” in The Computer in American Education by Don D. Bushnell and
Dwight W. Allen (New York: John Wiley and Sons, 1967).

 

 

 

 

A2

in logical, sequential steps, and on immediate reinforcement of learning.
These elements may gain a great deal of encouragement from the possible
contribution of computer-assisted instruction.
The ”revolution” of computers in education is apparently just

beginning, and there are many aspects of computer usage to be modified
as stated by Allen and Bushnell:

Computer technology must be further refined to produce

methods of storing massive amounts of data in on-line

computer storage devices or reducing data into optimum

storage arrays, and of determining strategies far the
design, maintenance, and purging of data bases. 0

Information Retrieval Systems

 

General Purpose

 

The need for improved information systems in recent years has been
made critical by steady growth in the complexity of organizations and
data. It is for this reason that more and more specific information is
requested by administrations. There is a growing desire to have only
selected and relevant information which might be supplied by the help
of automation.

Newell, Shaw, and Simon suggested, essentially, that the individual
solving problems be regarded as an information processing system, which
includes:

(1) A central system consisting of a number of memories
which contain symbolized information and are inter-

connected by various ordering relations. . .(2) A number
of primitive information processes, which operate on the

 

mm----

 

60Dwight W. Allen and Don D. Bushnell, ”Developing EDP Systems“ in
The Computer in American Education (New York: John Wiley and Sons, 1967),

p- 237.

 

A3

information in the memories. Each primitive process
is a perfectly definite operation for which known
physical mechanisms exist. . .(3) A perfectly
definite set of rules for combining these processes
into whole programs of processing. From a program
it is possible to deduce unequivocally what I
externally observable behavior will be generated.

Basically, the main attempt of an information system is to include
and supply data for the needs of all operating and management levels.
The most common information systems provide access to document collections
through descriptive terms. The terms include names of authors and
originating institutions, words for titles, series numbers and words
characterizing description or subject. Naturally, these systems vary
in size and scope.

It is of great importance that this data will be presented to the
user in an easy reading frame, on time, and in a format as small as
possible. This has to be done if the information is to be utilized by
the user. For the time being, most of the available information is
useless as reported by Berul and Sayer on a survey by Averbauh Corpora-
tion, 1966; “(1) libraries and information centers are used only 5% of
the time as first sources of information. The technical man turns first
to his personnel files, to a college or local departmental file more
than 50% of the time; these information needs are completely satisfied
by these sources 39% of time.“ The authors add a significant comment;

”the technical man is looking for analyzed results, not a lot of

midnight reading.”62

 

6IA. Newell, J. C. Shaw, and H. A. Simon, “Elements of a Theory of
Human Problem Solving,” Psychological Review, 19588, p. 151.

62L. Berul and L. Sayer, ”What's Wrong with Information Retrieval,”
Machine Design, 38 (July 7, 1966), pp. 106-109.

 

 

AA

An information system attempts to solve this kind of problem and
provides the user with summaries about the availability of large infor-
mation. This is the main purpose of the information retrieval system
which merely informs the user on the existence and whereabouts of
documents relating to his request.

An information retrieval system may retrieve complete lists of
documents, document surrogates (such as abstracts), or names and addresses
of documents. A system that ultimately provides the users with full

document texts is properly called a document retrieval syetem, while a

 

system that presents only citations is a reference retrieval system.

 

An information retrieval system is to be distinguished from a data
retrieval system which usually retrieves data as words or numbers. While
using the term information retrieval system, we primarily refer to a
system capable of retrieving documents in answer to particular subject
requests. The system is dealing with two-step Operations: (1) decoding
what document is about; and (2) translating this conceptual analysis into
index terms (symbols, labels).

The main idea of an information retrieval system is stated by
N. Raven:

Information retrieval systems use files that are
commonly indexed by means of descriptors. Examples
of such systems are retrospective searching using
multicoordinate indexing. . .In setting up such
systems the identification and relationship of
significant parameters which can depict performance
in quantitative terms is of obvious importance.

In retrospective searching, each document is
entered into the system by entering such information

A5

as the title, author, a unique serial number, an
abstract, date of publication, and similar infor-
mation plus a group of desgriptors which designate
an index for the document. 3

When the complete text of a body of information is stored in machine
searchable form, it is possible to retrieve individual sentences in answer
to individual questions.

Mainly, the way of searching, questioning and collecting information
out of the machine is still in process of developing as exposed by

Lancaster:

Still not all documents that may be relevant to a
particular request are identified by the exact terms
Specified by the requester. Considerable work on
this problem is already being carried out by means
of statistical methods. The basic tool used in
automatic class forming operations is the document/
term matrix. By means of such a matrix, it is
possible to perform either of two operations:

(1) the automatic grouping of document on the basis
of the terms they contain, or (2) the automatic
grouping of terms on the basis of the documents
which contain them.

The more basic problems are still the subject of intensive research,
as discussed by Borko and Bushnell, who stated:

(1) The problem of actively acquiring, translating,
and selecting relevant information from among re-
dundant, poorly written, poorly validated materials;
(2) the classifying of selected items of information
for machine processing by cross-indexing, abstracting,
and coding the content of the items; and (3) the
active disseminatign of information in appropriate
form for the user. 5

 

63Norman Raven, “Performance of IR Systems” in Informatiog_
R"a”:rleval, C. Schecter (ed.), (Washington, D. C.: Thompson Book Co.,

‘9 7 , p.131.

, 6UP. W. Lancaster, Information Retrieval System (New York: John
WWI€3)' and Sons, Inc., 1968), p. 109.

65Harold Borko and Don D. Bushnell, ”Information Retrieval Systems”

I".I:£155 Automation of School Information Systems, Don D. Bushnell (ed.),
(Department of Audio Visual lnst., NEA, 196A). P. 53-

46

Fairthorne is discussing similar problems involved in introducing
information retrieval systems:
All clerical activities reduce to translation of
number languages, which can be studied as the
transformation of characteristic algebraic
functions, the terms and operations having
equivalents in space, time, and mass. Transfer
of information through such processes is there-
fore associated with various costs.66
Originally, as computing services were put into wider services, their
capabilities were expanded. The ability to do arithmetic has become
completely overshadowed by the capability to accept, obey and modify
instructions they execute. Functions such as these can be performed by
alphabetic information as well as on numerical information.

Information Retrieval
Systems in Education

 

 

The retrieval of information by computers will permit educational
researchers and administrators to gather essential information rapidly
and with a great deal of reliability. Yet, one of the main problems in
retrieval of information by computers is a clearly defined output as
stated by Borko and Bushnell:

The IR system appropriately applied to serve the
information needs of the educator and student

would have to be broadly defined to include both

the functions represented in the present hardware
system and the additional functions of automatically
acquiring, classifying, and gisseminating the
information to be processed. 7

 

66R. A. Fairthorne, Toward Information Retrieval (London: Butter-
worths, l96l), p. IOH.

 

67|bid., pp. 55-56.

47

The new technological devices can provide a tremendous amount of
information, but only the human being is able to define what kind of
information is actually requested. Apparently the schools of the l970's
will have a dynamic system of information retrieval serving the entire
school system.

The computer will be used to a greater extent than at the present
time, and computer languages and capabilities will be adjusted to the
general needs, as stated by Borko:

In the future, machine logic will be designed to
process efficiently, natural langugge and symbols
rather than merely to add numbers.

The most recent development concerning computers in education is
computer managed instruction or Information Retrieval Systems for
educational management. Computer Managed Instruction is essentially a
flexible approach which treats the entire instructional process as a
total system which can be managed with the assistance of computers.

There is need for some systematic means of collecting data, analyzing
the data, and displaying them in an easily interpretable form to the
instructor as argued by Silberman and Filep:

The purpose of an instructional management system is
to provide diagnostic and prescriptive information

to the instructor to assist him in making instruc-
tional decisions.

 

8Harold Borko, Computer Application in the Behavioral Sciences
(Englewood Cliffs, New Jersey: Prentice-Hall, Inc., l§62), p. 300.

. 69H. F. Silberman and R. T. Filep, ”Information Systems Applications
”1 Education," in Annual Review of Information Science and Technology,

f "- Cuadra (ed.), (Chicago: EncyCIopedia Britannica, Inc., William
Benton Publishers, Vol. 3, I968), p. 363.

 

#8

For classroom management purposes, the teacher will have displayed,
in the classroom, certain diagnostic information in an interpreted form
helping to individualize his instruction.

In short, the computer-based information retrieval systems will help
the teacher in assembling programmed instructional material and serve as
a source of current information.

Yet, the use of computers in education is still limited, essentially
due to a major limitation as described by Lipetz:

A major limitation in the use of machines for
information storage and retrieval is their limited
capacity for reading conventional printed text.
Automatic print readers are not yet developed to
the stage where they can read enough symbols with
sufficient visibility at a sufficiently low cost
to make them competitive with human transciption,
except in special situations.70

It is mainly for these reasons that we can accept Don Bushnell's
statement as related to the near future:

The question of whether or not school systems can
now afford the general purpose information retrieval

system would in most instances have to be answered
in the negative.

 

70Ben-Ami Lipetz, ”Information Storage and Retrieval” in
Information: A Scientific American Book (San Francisco: W. H. Freeman
and Company, l966), p. l91.

7llbid., p. 58.

CHAPTER III
DESCRIPTION OF THE TECHNIQUE

General Features

 

The technique presented in this chapter applies a computer managed
instruction mode to the improvement of high school curriculum. Basically,
the proposed method is to integrate curriculum analysis and change into a
generalized, school instructional resource management system which can
provide essential information for school personnel, administrators, and
members of the board of education.

This management system provides information about students',
parents', and faculty attitudes which may affect the effectiveness of
the school curriculum. The availability of this information should enhance
the probability that boards of education and administrators will make
decisions using objective data. The present data will be gathered
directly from people involved in the educational process, rather than
filtered through other people and committees. In short, an Instructional
Resource Management System could provide an objective audit of the
curriculum.

It seems apparent that a computer-based Instructional Resource
Management System has a unique potential importance for educational
institutions. An increase in school population, the general trend of
developing a large variety of subjects offered in the school, and the
use of modern equipment and facilities complicate school management.
These problems can be analyzed efficiently by using automated infor-

mation systems.

49

50

The basic rationale behind this statement is that the curriculum
management system has the following major advantages for a school
district:

I. Improves communication between and among the board of

 

education, administrators, school personnel, and students.

2. Permits curriculum audit and consequently improvement

 

based on empirical data obtained from all students,

faculty, and parents.

3. Provides an integrated data base for management decisions

 

concerning instructional activities.
4. Applies modern information system management techniques

to instructional resources.

Selection of the Instruments

The first step in establishing an Instructional Resource System is
the development of a standard method which should be as objective as
possible, and also, comprehensive in terms of curriculum audit. It is

for this reason that the questionnaire What Do You Think About YQEL

 

Schools (Appendix B), authored by Dr. Herbert C. Rudman, was accepted

and analyzed in this model. This instrument provides basic information
about the school curriculum; information which is essential to the
maintenance and development of programs and services which the community
considers as vital for the school. The reliability of this questionnaire

was evaluated in a study carried out by Gary F. Alkire at Michigan State

University in I968.‘

IGary F. Alkire, What Do You Think About Your Schools: A Study of
the Determination of Discrimination and Reliability Indices and the
Establishment of Michigan Norms (Unpublished Ed.D. dissertation,
Michigan State University, I968).

As this technique provides channels of communication, any sub-
stantial change in a school curriculum can be evaluated by means of
this technique, and reports can be generated periodically according to

the needs or requests of different authorities.

The Technological Method

 

The developed technique has three major components: hardware,

software, and data components. The hardware component consists of the

 

university computer facilities, the CDC 3600 computer, installed at

Michigan State University. The software component consists of computer

 

programs designed for information retrieval and file maintenance. For
this purpose, the Basic Information Retrieval System (BIRS)2 was used
with an additional Fortran program developed for this particular
technique. BIRS programs are a collection of portable Fortran programs
designed for information management in education and social science.

The main concern of this study was to apply a technological method
which provides the capability to generate verbal and/or numerical reports
from a large data bank and does not require expert computer personnel.
The BIRS programs were selected because they incorporate features which
make these programs useful and convenient for this particular purpose.
BIRS programs provide the user with flexibility, enabling him to change
the existing reports, e.g. to update the reports, and generate his own

by adding to and/or replacing the information stored in the data bank.

 

2John F. Vinsonhaler and John M. Hafterson (eds.), Technical Manual

for the Basic Indexing and Retrieval System,,Appendix I,_BIRS 2.5 (East
‘Eansing, Michigan: Information Systems Laboratory, Michigan State
University, January, l969).

 

52

In general, the BIRS system applicability can be explained in terms
of the nature of the programs which computer programmers can alter by
modifying existing program modules and/or extended by adding modules.

The BIRS programs are written in USASI Fortran (standardized
Fortran code compatible with a large number of different computer
machines). Currently, the BIRS programs are implemented on IBM 360
(Models 40-75), coc (3000/6000), and GE 635.

The usability of the system is one of the user's main concerns,
and it enables him to use commands to control the programs in natural
language. The functional character of BIRS makes retrieval procedures
understandable and readable to anyone. Thus, the BIRS programs are
designed for a wide range of sophistication. A computer-based technique
of curriculum feedback needs a central data bank in which all data can
be stored and retrieved in an efficient, easily readable format. The
BIRS programs readily lead themselves to this task.

The data component is essentially a collection of data records

stored on magnetic tapes and accessible to all authorized users.

The Curriculum Management Technique

The curriculum management technique, as discussed above, is capable
of generating a variety of reports, and selecting.different variables for
different groups involved in the educational process.

The sample reports generated in this study, as shown in Figure I,
are directed toward four main groups of recipients: (l) Board of Education,
(2) administrators and curriculum planners, (3) teachers, and (h) counselors.

The Board of Education is given an overall report, identical to the

 

norms established by Rudman and Alkire, which enables them to compare

their district to other districts in the state of Michigan.

S3

The administrator and curriculum planner are presented three

 

reports dealing with those selected variables which are most essential
for their purpose.

The teachers are given a report concerning students' negative
attitudes and feelings about those variables which concern teachers.

The school counselor is given a report which identifies those
students who should be given immediate consideration, as they have
expressed extremely negative attitudes toward their school.

As shown in Figure 6, the curriculum management technique may be
analyzed into three main components: input, processing, and output.

The input component includes the collection of data gathered by
the questionnaire What Do You Think About Your Sghools, For the purpose of
this study, data were collected from secondary students, parents, and
faculty. The collected data from the questionnaires are processed and

transferred to magnetic tapes via punched cards.

Description of the DeveIOped Reports
For the purpose of developing a curriculum management prototype, a

relatively small sample was administered the What Do You Think About

 

Your Schools questionnaire; twelve students, six parents, and six

 

teachers were asked to express their opinions. This sample was selected
from different schools and the questionnaires were used only as basic
data for the developed model. It should be clear though, that no
meaningful inferences can be drawn from the reports generated, due to

the limited number of tested individuals. Chapter IV, on the other hand,
deals with data related to all the freshmen at a local high school, and
those reports might be considered as definite data for an itemized

analysis.

INPUT

PROCESSING

OUTPUT

\f

 

 

5h

 

 

 

Secondary
Student

 

Parent Faculty

 

 

 

 

 

 

 

 

 

 

 

Questionnaire

 

 

(B

 

DATA BANK
IRS implemented on CDC 3600 at
Michigan State University)

 

 

 

 

 

 

 

General
Overall
Report

   
      
 
   
 
   
 

 
   

Board of
Education

 

  

‘dministra

 
 
  
    

 

ssential

 

 
   

Degree of
Student
Satisfact'o-

Selective
Report I

 

   
 
 
      
   
 

 

Listings of
students
identified as
needing
counseli

  
   
   
 

Selective
Report II

Teachers

 

 

  
     
 

Curriculum
Planning
Committee

tor Counselors

 

FIGURE 6.--The Curriculum Management Technique.

55

The first step in establishing data banks (which can be used for
generating reports) was to transfer the information from the question-
naires onto punched cards. This operation was easily performed due to
the standardized format of the questionnaire.

Figures 7, 8, and 9 show the punched and stored information on the
data file. Each printed line is one punched card in exactly the sane
format as the printout. Figure 7 represents a complete questionnaire
for a student and includes such identification items as: school district,
type, name, sex, and grade. It should be mentioned at this point, that
the student's name was used only in the experimental technique for the
purpose of generating a listing, by student names, for the counselor's
report. As the original questionnaire is an anonymous one, the data
collected from the freshman population does not contain this identification
item.

Following the identification items are the list of variables
evaluated by the student. Each person was asked to score his attitudes
on the basis of a h-point scale: I = very affirmative, 2 = affirmative,
3 - negative, and A = very negative. For instance, Alan Rapas (Figure 7)
likes school, but he does not feel his teachers are interested in him.

The four columns of figures at the right hand side represent (I)
the sequence number of the questionnaire in the first column (in this
case number I), and (2) the number of punched cards in the last three
columns (57 cards are punched for each student).

Figures 8 and 9 illustrate the faculty and parents' questionnaires,
respectively. The identification items include the school district for
faculty; the parents are asked to specify also in which school their

children are enrolled.

cuqqxcuLUH EVALLATICH FILF

AQSTRACT I

ISCHooL-DISTRIC? EAST LANSING
xTvPE SECONDARY STUDENT
INAME RAPAS ALAN
tSEx MALE
IGRADE FRESHMAN
lSATISFACTION HITH SCHOOL
LIKE-SCHOOL
ONE-OF-THF 1HDU’
TFACHER-KNOJS CHILD
TEACHER INTERPsv IN CHILD
TEACHER-GIvES HELa
PROUD UF SCJO“L
SATISFACTIO“
INTEREST IN SrHWOL FUTURE
VALUE OF STJDIER
ISCHOOL-CanARE FAV‘RAHIY
CURRICULUM
STAFF
BUILDING
EQUIPMENT
lSCHOOL-PROGRAM
EFFECTIVNESS 0F STUDIES
PART-IN EXTRA-CIR ACTIVITIES
HORK T0 KEED-Hp
AMOUNT 0F HSMF-JOQK
ENOUGH FXTHA rURRIC ACT
SCHOOL CRFATS IvT In EXTRA CUR
VARIETY OF SUBJECTS
SUBJECT RANTED HOT TOUGHT
HELP FRDH LI89A3IAN
MONEY NEEDED F09 SCHOOL
USEFULNESS 1F SJBJECTS
sSERVICES-DESIRED
AUDIO VISUAL
PHYSICAL F0
FIELD TRIPS
MUSIC
ART
HOT LUNCH
PHYSICAL AND DENTAL EYAM
J08 PLACEMENT
GUIDANCE
SPEECH CORRECTION
MENTAL HEALTH CLINIC
REHEDIAL READINB
SPECIAL ED
ADULT ED
AGRICULTURE PROGRAM
SOCIAL ACTIVITIES
SUMMER SCHODL
DRIVER TRAIVING
tSCHDOL-ORGAN AND SIZE
OVERCROWDED
ISCHOOL-PLANT

ADEQUATE FQIIPMENT AND FACILITIES

lCOHMUNITY ”ELATIDNS
INTEREST OF PAR;NTS [M gCHOQL

FIGURE 7.--Students' Evaluation.

1001
1002
1003
100‘
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1050
1031
1032
1033
1034
1035
1036
1037
1036
1039
1040
1041
1042
1043
1044
1045'
1046
1047
1048
1049
1050
1051
1052
1053
1054
1055
1056
1057

CURRICUIU" ‘I'EIAII“I FILE

AHSTHICT P

tSCdOOL-DISIHICT :ACI Ln,c1»0
17Y°E IAL‘LIY
‘SEx
tGRAOF
tSATlSF‘CT10N «ITM =c~urL
LIKE-CCNUPL
ONE-OF-THF turd:
TFACHFHoKNJ.S C~ILU
TEACHER INIZHTDV In CHILD
TEACHER-GIVES HFLD
90000 UF StdurL
SATISFACTIU‘
INTERFST II SFH‘UL ‘uTUFE
VALUE OF QTIDIQQ
iSCHODL-COMDAHE FLV‘JIHIY
CURRICULUM
STAFF
BUILDIIC
EOJIPVE“I
ISCHDOL-PwufiRnw
EFFFCTIVNFSS 0F STUDIES
PART-IN CYIJA-J H LPTIJITIFC
40?“ TU KFtp-IP
AMOUNT “F M“fli-.jih
ENOUGH FxTHI CQJHIC Arr
SCHOOL CHEATS INT I“ FATHA VJ”
VARIETY OF Suljfcvg
SUBJECT RANTEP ~01 Tunuur
HELP Fnon LIHUwasu
HOVFY HFEREC For RCUUnL
USEFULHFSS "F S‘HJEFTS
(SERVICFS-UESIH;D
AUDIO VISUAL
pHYSIrAL EU
FIELD TRIPS
HUSIC
ART
HOT Ll'ivr'I
DHVSICAL A.' “E‘rLL Lxgv
J03 PIACLVE‘T
GUIDANCE
SPEECH CORRECTI‘H
HFvTAI “EAL'H ¢_:~Ic
HFHEDIAI READIUR
SPECIAL ED
ADuLT t"
AGRICULTURE PFOSan
anIAL (CTI’IIIFS
SHHMER SCHU‘L
DRIVER THAI I‘U
tSCHOOL'DRuAN AVU SIZE
OVEHCPUvDFU
SUPERVISUHY ASS'STAVCI
lSCHOOL-PLAVT

S7

ADEOUATI FU'I‘M?VI A00 rArIIITIFS

ICOMMUVITY RELATICVc
SCHSDI COWM'Nltv 0EL1I10,<
FACULTY STATUS In thuurxrv
StanI A5 15‘ flg3A41
q'NHTcS pUULliHlU
PARENT-Ttngapi )anrznqe
PT CONFIRFATES
PTA EFFECTIuVIS:
TAKES A“U S‘RI'ITEQ CE'IIICHFJ
0N3“ CMILDS T‘A“IFH no rknf'T
SCHOOL-FUVM-AIT~ IIFUQHATIO‘
I‘ITCRF‘ST (If FIR-"Wt, I'J CCIJU’L

FIGURE 8.--Faculty Evaluation.

\)-“-‘4H\J‘\)\)

II II II II II II II II II II II II II II II
‘\)\JJ‘Jh-I'AJ “4......

‘Q 'A ’0

\)\J\)

‘J

‘-)\) JJ‘JHQ‘Q

A UHJ‘J‘)

OI ll
q.

I
.1

9

:3
--‘J

- ,

:1

:9

13001
1300?
13003
13004
15005
13006
13007
1300!
13009
13010
13011
1301?
13013
13014
13015
13916
13017
13019
13019
13020
13021
1302?
13023
13024
13025
13026
13027
13020
13029
13030
13'31
1305?
13031
13034
13035
13036
13057
13030
13039
1304i‘
13041
1304?
1304'
15044
13040
13046
13047
13048
13049
13050
13051
1305?
13053
13054
13055
13056
13057
13058
13059
13060
13061
1306?
13063
13064
13065
13066
13067

58

CURRICJIU“ EVALEAII‘N FILI

ARSTRacT 3
tSCHOOL-DISTRICT FACT LANCI‘G
tYYpE PARENT

FSEx
IGRADF SECONDARY
uSATIsrAcYIDN HITH SCHOOL
LIKE-SCHOOL
ONE-OFITHF QRnU’
TEACHER-KNOaS CJILU
TEACHER INTEREST IN CHILD
TEACHER-GIvES HELc
PROUD 0F SCHOOL
SATISFAcYIOH
INTEREST IN STH‘OL FUTURE
VALUE OF STJDIEs
iSCHODL-CDMDARE FAV‘RABLY
IN GENERAL
ISCHOOL-PBOGRAH
EFFECTIVENESS 0F STUDIES
PART-IN EXTRA-CIR ACTIVITIES
HORK To KEEP-PP
AMOUNT 0F H0HF-JORK
ENOUGH EXTRA CU?RIC ACT
SCHOOL CRFATES INT IN EXTRA CUR
VARIETY OF SUBJECTS
SUBJECT HANTED v01 TAUGHT
HELP FROM LIBFAVIAN
NONFV NEEDE0 70? SCHOOL
JSE'ULNFSS 1F SIBJE'TS
usERVICES-DESIRED
AUDIO VISHAL
PHYSICAI FD
FIELD TRIPS
HHSIC
ART
HOT LUNCH
PHYSICAL AN” DENTAL EVA“
J08 PLACEMENT
GUIDANCE
SPEECH CORRECTI‘N
MENTAL HEALTH CLIVIC
RENEDIAL READIN1
SPECIAL ED
ADULT ED
AGRICULTURE PROSRAM
SOCIAL ACTIVITI=S
SUHHEB SCHO‘L
DRIVER TRAINI~G
ISCHOOL-OBGAN AND SIZE
0vEBCPOHDFD
ISCHODL-PLANT
ADEQUATE FOIIFMENT AND FACIIITIFS
xCONNUNITv RELATIONS
SCHOOL COMMJNITV DELATI'Wq
FACULTY STATUS IN COMMU“ITY
SCHOOL AS INFORHANT
HINUTES PUBLIsHEO
pARENT-TEAC-IEp RELATION:
PT CONFERENCES
PTA EFFFCIIJN‘SS
TAXES AND SERVITES REWUFHFC
INCREASE TAIEC
SCHOOL-COMHINITV INFORMATION
KNOu CHILDS TFA‘HER 0n RAREAT
INTEREST OF PARENTS IN SCHOOL

FIGURE 9.--Parent Evaluation.

:1

:3
3?
:7

=7
:3

II
'2'

\J \J

J

II II 0| H II II II II II II II
\)—A )dAQd-‘A§

“\JU'A‘JAUU‘JUHA‘JU‘JU

0
A

=9

3001
300?
3003
3004
3005
3006
3007
3000
300?
3010
3011
3012
3013
3014
301%
3016
3017
3010
3019
3020
3021
3022
3023
3024
3’25
3026
3‘27
302‘:
5030
3030
3031
5059
3033
3034
3033
3036
3037
3030
3039
3040
3041
304?
3043
3044
3049
3046
3047
3040
3049
3050
3051
305?
3053
3054
3055
3056
3057
3050
3059
3060
3061
3062
3063
3064

59

The questionnaire for faculty includes 67 items,for parents 64
items, and for students, 57 items.

The second step in establishing the data bank is transferring the
.data into the description file; storing analyzed data on this second
tape enables the user to use automated searches. This technical

procedure is explicitly described in Appendix A.

Report for the Board of Education

 

A comprehensive report is given to the board of education which is
essentially identical to that developed by Rudman. As this report is
expressed in percentage and related only to the two positive answers,
it is apparent that this report provides information which might be
easily compared to the norms.

The retrieval procedures consist of two basic steps: (I) the
first step is the retrieval of positive answers from students, parents,
and teachers, respectively. Illustrations of the retrieval procedures
are given in Figure IO. For instance, this figure shows a formulation
of a question and the results given by a machine:

*SQUESTION
#SATISFACTION WITH SCHOOL, LlKE-SCHOOL.LE.2
.AND.#TYPES, SECONDARY STUDENT

IO ANSWERS FOUND

A search consists of a control card “QUESTIONll which indicates that a
query is to be performed. A full specification of the contents
“SATISFACTION WITH SCHOOL” indicates a general category which includes
different items--“LIKE-SCHOOL” is one of them. The letters .LE.2 (less
or equal 2) specify that the retrieval answers should include only very

positive responses. The ”TYPE, SECONDARY STUDENT“ statement provides

6O

*SNAHE INFORMATICN AGUUT CDMMJ'IIY ATTIIJOES

oSCOMMENT

QUESTIONS FOR GENENAL IHEWUENCY HEPDRTS LUI UF 12 SIUUFITS

THE ANSWERS ARE RELATED T: IHF 1A0 sATISIACT04T LEVELS IvERV DOSITIVE
(11 AND POSITIVEI21)

OSOUESTION
tSATISFACTION WITH scHonL, LIKE-SCH0UL.LE.c
.ANDI’IYpquECONOA‘IV STUDENT
10 ANSHEQS FCUVI,
«EQUESTIDN
iSATISFACTInn WITu CL“LIL, I. -‘I-IID ,qup._;.:
.AND.1TYPE.SECC“CA«V S'le'l
B ANSJERS F90“).
OTUUESTIC‘
ISATISFACTID; AITH SCH,’L, I»\;'t‘-’"3~S FH'L‘.LL.Z
8 ANSEEDS FOL“).
.IUUESIIO*
’SATISFACTIU‘V ’HITL“ QL‘l—J'J‘zL‘ ILA.) t..." IIJTEQC’CI I ':"I5I.I0L&oz
o‘NDo‘TYP‘,SEVO‘QAHV §TILLII
8 AMSUEDS FDUXJ.
OSOUESIION
USATISFACTION 'w'ITH SCHOOL, TEACPci-SIVES HELP.LC,9
OANDO’TYPFoqtrOPDANV qTHEE-KI
12 ANSWERS F‘J”).
OSOUESTION
#SATISFACTIOK HITH SCHJDL, FRIUP “I SCHOOL.LE.2
.AND.#IYPE,SECUNJAHY FTUCLLI
10 ANSkEDS F09“.,
cSDUtSTIOL
ISATISFACTIOL AITN ECHuIL, SAII<ifiCTIOV,LF.°
.ANboilYPF,SECO”LA1V sTucth
8 ANSNEDS FOJNJ,
«SDUESIIC“
tSATISFACTION AITH scuonL, INTEREST :0 SCHOOL rnghP.Ltoé
.ANDIETYPF,SECO“DAJV STUCGLT
10 ANSVERS FDUHJ,
DTOUESIIOV
{SATISFACTION 01TH scuu0L, VALU‘ 'I ETJDIE3;LF.?
.AN0.1TYPE.SECOHJAiv STOLELI

a ANswens F000,,

FIGURE l0-’"Illustration of Retrieval Procedures.

bl

that the answers will deal only with the specific population (secondary
student). The answers to this question show that IO out of I2 students
have expressed that they like school.

The second step, (2) consists of generating the final tables which
include the total number of answers per each item and the percentage of
the positive answers (Table I). The final report includes 58 variables
and is presented in a very concise format that is easy to read and to
handle.

In short, the board of education can be given a two-page report
which includes a full audit of the school curriculum as expressed by
different parts of the school community.

Reports for Administrators and
Curriculum Planners

 

 

Three reports were generated for administrators and curriculum
planners.

The information given in the first report presents the dependence
of satisfaction upon basic school components. These variables, which,
according to this report have a considerable impact on students'
satisfaction, should be considered carefully by school personnel. It
is for this reason that two additional reports for the same personnel
deal basically with these items and the extent to which the students'
satisfaction with their school will increase when these components are
improved. The second report deals with negative responses on those
variables which might be of main concern for school administrators and
planners. The main reason for presenting negative answers was to

emphasize those variables which should be given immediate attention.

62

TABLE l.--General Attitudes About School.

 

 

.0.....itooot.'ottgt60......coco-ooootoitofiotttott.60......0000000000000.0.0000.

0 TABLE---PERCENIAGF 0F POSITIVE «ESPOISL o
o DATA----NUHRED nr TOTAL AISNEWS ‘
. ROHS-.-.L[KE.CCH., PART-LI-nRHUV. T.NAUAS-CHILD. T.I.T.II-CHILD. ‘
a HELD-RIVE’J-PY-TC, SCH-PPI'IE. SATISFACTION. I'IT-IN-SCHOUL'FU. '
0 VALUE-DF-STHDIES. CJHulVULUI. STAFF. QUILUIWU. EUUIPMEIT. -
. GFNFHAL, IIF-HF-5IUIIEg, “Awl-EXCHRQICJLA, 4-KEFR-UP, HOWE-HORN. '
. EXT-CHR-ACTIJITI, CHLAII'IHILDESI.. VAH'OF-aJhJFCTS. SJa-NdT-TAUGHTn ‘
. LIb.nFLP, MnNFY-XIL'f“-IU*, JSLFUINFSS-OI-SL. AUJID-VIS. ‘
. pHYSICAL-Ib, FIILi-INIP, ”L310, APT, HCI-LUTCH. DHY-DFw-FXA". '
o JOU-PIACENEPI. GLID:."L. “P‘tCH-CDHRLCTIU. WELTAL-HFALIH. ‘
. HFhFDoHFADINQ. rrrCIAL-FJ. AJ‘LI'EU. ACHIC-RRDJ. SOC-AC'IVI'IFJ. .
. SUHVtD-SCHQDL, 'AIVIR-TuAInIIG. UVLRCRD~LED. SUPER-ASSISTANCE. '
. ADED.FJH1PPI\T-L, sow-C’M—HILAIIUu, FAc.STAIJS-II-C0. SCH-AS-IITJJHAN.
c HIN,DUHLISHIU. :,I.-LLATI”US, CONF,{IF. FTA-cIFCcTIVEhéS. .
o TAXwHFNOhNEP, T:x-I.C4FASV, mada-fiH-PAEEuT-g. SCN-con-IanHrAT. c
. IHI.UF-PAPE”I\-l '
. COLUMNS-SECONDARY STUPF". »A7:IIY. JANFIT '
.---. ..... --..- ............................ . ............... coo-o----.--~00---...
0 SECTION I 0+ 1 <6 ‘I. (9) DAGé ‘ ~
.---.-----'---. ............................. g ............... - ....... .-- ooooooo a.
, PERCENTAGE .
6 3S csugitr PANI.T SS FACULTY PARENT .
. I
o LIKL-‘SCH. 1g“)! 1,.“ 5,00 0083 0083 0'83 '
. PART-or-GR 12.00 6.0 ~.0v 0-67 0'67 1'00 '
- T.KNDkS-CH 12.06 6.0 6.06 0~67 1:00 0'67 ‘
. T.INT.IN-c 12.0. 6.: 6.06 0-67 1.00 0.03 '
. Hch.r,)\It'j 1).;‘9 I-.'1' 0,.0 1.00 1.00 1IOO '
. SCH-PL‘IHt 18"JIJ I.” “0" 0.83 1.00 0'83 .
. sATIsrArTI 13.1' '.< 0.60 0.67 1.00 0.83 '
o INT-IN-FCN 1?.6‘ ' .1 0.00 0'83 1'00 1'00 '
o VALllficorcS 14,30 ...'r- 0.0“ 0.67 1.00 0I83 ‘
0 CUH:ICULUV 12.0% T.0‘ ”.ti 0.83 1.00 0.00 '
. STA F 1801.] f.'A’ to"... 1000 1.00 0000 .
. BUILDING 12.L0 6.” ".00 1.00 1.00 0.00 ‘
o EQUIPMEIT 12.0“ r.0' 0.00 1.00 1.00 0.00 ’
. GENERAL D.CV Lu. t.u' 0.00 0.00 0.83 ‘
O EFF’OF'STIJ I}..L" "oi ”0"" 0.83 1900 1000 .
. PARTfEXCU” 12.3« 6.0' 2.10 0.50 0.93 1.00 '
. u-HEEP-rr 12.0' 6." b.b“ 0.83 0.93 0.83 '
. 0006-0‘0‘06r 12.00 ~.r 3.31 0.33 0.50 0.00 :
O EX CU 0‘. lack: *.P "O “ 0.50 0.67 1000

. CREATE-INT 12.00 6.0 0.0" 0.83 0.50 0.67 '
o VAR-OF-FuP 12.00 0.0. 0.00 0.67 0.03 1,00 '
- SUB-NOT-TA 12.00 6.0‘ 0.00 0.57 1 00 o 17 '
O LIB-HELP 12.0” 6.3 0.bh 0 00 1.00 0.50 '
. HONEY-NEE" 12.00 0.0 ”0”” 0:63 0:83 1:00 i

.v Q 5r) 0 i.‘

:USEFULNFS. 12. 0 D .00 0.67 0383 1.00 :
.---- ........ o --------------------- ':J.I..-‘ ......... ""-’-‘ ............ --'-.-.

63

TABLE I (cont'd )-

 

 

...................... .------------------- pAq; ?
.00---. .....
q Prlfll: (K5) ---- ....... . ....... o--.
o SFCTlQN 1 or --:--E ........................ HEHbFVTACE
.0--.-” .......... Sq rACULYY P‘RFNY .
. be r0Iul" .u4r Y ' .
. 1 00 1'03 1.00 C
. . v‘ 1' "OUI . DO 1 on .
. ‘UU’U'Vis 12.0] J.r 1,.'I 1'30 1' ' 3 C
_ . . f. 1' .o 0.83 0'8
. puVfiICAL-‘ 1?-*' " . a 1'00 0 .
. ~ “ nu 5.0 o“ 7 1.00 100
. ‘ttlu‘TLIL‘ 1"”, '3 A 5"“! 0'6 1.00 1.00 .
a ”USTC id'v .. a U. 0'63 67 o
n, fil .9 0,53 0'
Aur 1d...) 0 "1 1.00 r
. . . h F; O.[« 7 O 93 0.)O '
o HO"LUNFH 12.U ‘°q 5 up 0.6 '00 0 83 .
. pHY-DFfa-ti 12.0? " W 1.00 1. .
hm. ub- 1.00 1.00 .
. Jog-PLACtu 1?... ‘, ,1 1.00 1 .
1. 0.! C.p. ,.uu 0'57 0.8.
o GUINWCF ,",., .. r up!“ 0'67 00 1.00 ‘
. socFCH-COP 16-: A') (.01 0.67 1'00 1 00 .
o HFNTAL'HEA 1203’ "n 6.01 0.83 1'10 0.67 .
. REHED-PF‘” ‘5'3; 2'. 9.0r‘ 0.07 1'03 1.00 .
. sptchL-EP 1"“? g'» c.c* 0'67 0'33 0'33 '
. mutcmnoo 192.; (ff, a.“ 1.00 0.- '03 .
- soc-mm w.- o.' 0.07 0'“ °' . .
. sumu-ch 12.00 0.” 0.07? 1.00 1,00 ‘ 1.03 .
. DQIVER.THA 12.:' 2.: 0,UL 0033 0'57 0.8 o
. ovechcuDF 14.3; .° a.“ 0.00 «3.83 0.03 .
. SUPER-“<51 0'“ ['q a..r 0.50 0:57 0'53 .
0 ADEG'rGUlp 12'“: 4'd “.00 0.00 0.59 003? .
. SCH-CU”.RF 9.0.; b." '1. I 0000 0'3.) 0.23 O
. F‘CQSTATUC :9:‘ (1'1; “.th 0.00 0.50 0'8.S .
0 SCfi'AS-INF {'28 A.L t,uf 0.00 0'q3 00 i .
. nx~.vuutl9 0-;_ 8.; L.J“ 0.00 0,57 0.6 .
. P.I.R&LATI 3.0; .'0 A.,. 0.00 0.53 1.00 .
O CnNFoFFr 3":ln (. 3")!» 0.00 "'00 0.33 .
. PT‘-EF‘FCT :.'f' h.) ”.d'. 0.00 1.00 1.00 .
. TAX-HERVE“ 3.55 n'., “.3. 0 00 0,00 0.03 ,
- TU‘WC"“ ”'9 '9. 0.00 0'00 tH17 °'17 .
Q KMUH-CH~pA 0'3! 0°“. r.up 0.00 ".17 0.17 .
O SPH'CnH'IN 9'9: f.” *.Uf 0.83 1.00 1.00 .
. ‘NT.0FCPAD 16.1, ~'o O ...........’I..
. o00onnot...a...IOOOOO'................
.Q.....O..................‘

6h

The third report is derived from the general table and points up those
services which are essential as far as students, parents, and teachers
are concerned.

The first report is shown in Figure ll. This report provides infor-
mation about those variables which cause a great deal of satisfaction
with school. The first question is concerned with basic school components
such as: curriculum, staff, buildings and equipment, and satisfaction.

The question is stated in such a manner that an answer was recorded
only if the student felt satisfaction with all the variables listed, i.e.,
eight answers found means that eight out of twelve students had expressed
satisfaction with school and positive attitudes toward all other variables.
It seems reasonable that if 66% of the students had expressed the same
attitudes we could conclude that there is a considerable interdependence
among those variables. The two additional questions were identical
except they were related to parent and faculty.

A different set of variables was selected for the last three
questions, and answers to those can show a high dependence of satisfaction
upon: teachers' help given to students, effectiveness and usefulness of
studies, and parents' interest in the child.

From this information some basic implications may be drawn for
planning purposes, e.g., improvement of basic school components will
bring about an increase of satisfaction as well as meaningful subjects
taught by teachers who are willing to help their students.

The two additional reports for administrators and planners will
enable one to identify those community feelings dealing with each

tested variable separately.

65

0$1AHF HEPURT 90R ADMINIQTQATURS

OSCOHHENT DISS‘SYISFACTION HIT“ DIFFERENT FACEYS 07 SCHOOL CURRM‘JJLU"l
EXPRESSED BY STUDENTS, PARENTS AND FACULTY

.sDUBSTION ,
nSArxsrachON uxru SCHOOL. SATISFACTXON.GE.3
.ANO.iIVPE.SEcovDARv STUDENT
4 ausuens FOUND.
.souesrxo~ .
usAYxSracTION HITH SCHOOL. SATISFACTION.GE.3
1 Ausuens FOUND.
OIOUESVION .
ISAYISFACYION HITH SCHOOL. SATISFACTION,GE.3
.AND.iTvPE.FACUL7V
0 ANSHERS FOUND.
OSOUESYION ,
ISCHOOL-COHPARE FtVORABLv. cunRICULUH.GE.3
.AND.uTvPE.secovo.Rv STUDENT
2 ANsuens FOUND.
oSOUESTlDN .
ISCHOOL-OOHPARE FAVORABLY. CURRICULUH.GF.3
.AND.ITYPE.FACULYY
0 ANSHERS FOUND.
.IOUESTION _
ISCHOOL-COHPARE FAVORABLY. srAFF.GE.6
.AMD.ITYPE.SECOVDARV STUDENY
0 ANsuEas FOUND.
OSOUESTION

ISCHOOL-COHPARE FAVDRIBLY. STAFF,GE,3

0 0015335 FOUND.
OSOUESTION .
ISCHOOL-COHPARE FAV3RABLY. BUILDING,GE.3
.AND.ITYPE.SECOVDARV STUDENT

O AMsuens FGUND,
osOUESV!ON .
ISCHOOL-COHPARE FAVORABLV. pUILDWG.GE.3
.AND.nTvPE,FACUL7v

0 ANSHERS FOUND.

FIGURE ll.--Report for Administrators.

66

Figure l2 is a printout showing the total number of those students,
teachers, or faculty members who eXpressed negative attitudes. This
operation is carried out using questions related only to those question-
naires where the answers were specified as being greater or equal to
three (negative and very negative). This operation is carried out only
as a pre-process for generating Table 2, which is the report to be
presented. This table, as mentioned, includes only negative attitudes
expressed about those variables which should be brought to an administra-
tor‘s or planner's attention in order to enhance his awareness of the
community's dissatisfaction.

Table 3 shows an additional report for the administrator and/or
curriculum planner.

This generated report gives information about students', parents',
and faculty requests about eighteen different school services. The
administrators and curriculum planners, while planning the curriculum,
should seriously consider those items which the community regards as
essential or very essential.

Answers shown in this report are positive, emphasizing those
services which are highly desired.

The technical procedure is the same as in the previous reports, and
the only changes made are when specifying the positive or negative
answers requested.

The administrators and planners would be given only the summarized

tables, which include all the desired information in a concise format.

FIGURE l2.--Report for Administrators.

67

0$NAHE REPORT FOR ADHlNlSTRATORS

O‘COHMENT nEPE‘JDENfiE 0F STHDFNTS SATlSrACTTON UPON BASIC SCHOOL
COMPONENTS (STAFF.BUILDXNGS.FOUIPHENT, CURRICULU“) AND
INTEREST CREATED BY SCHOOL

O‘COHMENT ANSWERS fiUT OF 1? STUDENTS

osOUESTION .

‘SATISFACYION HITH SCHODLaSATlSFACTION,LE,2

.AN0.¢:scHOOL.OOHPAuE FAVDRABLY,CURRICULUM,LE.2,AND,STAFF,LE,2

.AND.BUILDING.LE.?.AND.FQUIPHENT,LE.2).AND.1?YPE,5ECONDARY STUDE~T
ANSHERS OUT OF 0 PARENTS

8 ANSNEPS fHUND.

-SOUEST!ON .
ISATISFACTION 01TH SCHOOL.SAY!sFACTlo~.LE.2
,0ND.1$CHODL-CDHPARE FAVORARLY.GENERAL.LE.2.AND.1TYPE.PARENT

5 ANSHERS FOUND.
OSCOHHENT ANSUERS our 0F 6 FACULTY

.IOUESTION

ISATISFACTION HIYH SCHOOL;sATIsFACTIDN.L£.2
.AND.(tSCNOOL-COHPAIE FAVORABLY.CHRRlCULuN,LE.2,AND,STAFF,LF,2
.AND.RU!LDIVG.LE.2.AND.FQUIPMFNT.LE.Zl.ANn.tTVPE.FACULTY

6 ANSHERS FfiUND.

OSCOHHENT DEPEUDFNCE OF STUDENTS SATlSFACTloN UPON USEFULNESQS AND
EFFECTlVVESS OF STUDIEs, HFLP GIVEN RY TFACHERS, AND Twain
PARENTS lNTEREST lH SCHOOL
ANSHERS SUV or 1? STUDENTS

OSOUE TION

(:SAT sFAcTION uxTH SCHOOL. SATISFACTION .LF,2 ,AND, TEACHER-GIVtS 4cLP
.LE.2) .AND. (tSCHOOL-PPDORAH; FFFECYIVNESS 0F STUDIES .LE,2 ,Avu,
USEFULNESS OF SUBJECTS.LE.2)

.AND.ICOMMUUITV RPLATlOstmeFRFST OF PARENTS 1N SCHOOL.LE.?
.ANO.uTvPF.secovDAnv STUDENT

B ANSHERS FOUND.

zxnnunanT ANSWERS oUT or 0 PARENTS

tSDUESTIDN

(FSATISPAcTION JITH SCHOOL. SATlSFACTION .LE.2 .AND, TEACHER.G[vt< qELp
.LE.2: .AND. iflscwoOL-pnonnan. :rrechvness or STUDIES ,LE,2 ,.Uu,
USEFULNEss 0r SJeaeeTs.LE.2)

-AND.FCOMHUNIYY RFLITlONS.lNTEREST or PARENTS in SCHOOL.LE.?
.ANO.ITYPE.PAREUT

5 0050605 FOUND.
osconneuT 0050595 our 0F 0 FACULTV
asOUESTTON
(iSATlsFACTION NITH SCHOOL, SATISFACTlON ,LE.2 ,AND. TEACHER-lets «at?
.LE.2. .AND. (:qcuowt-pnosnan; FFFECTlVNESS OF sTuores .LE.? .Auo.
USEFULNESS 0F sUBJesz.LE,2,
.AND.¢COHMUNITY RFL‘TlONS,1MTFRFST OF PARENTS 1N SCHOOL,LE.2
.A~D.1TYPF.FACULTV

5 ANSHERS FfiuND.

l/l/l/l/l/ 5ND "EQC‘HDTWW rllf- SVAGC“.

TABLE 2.--Negative

68

Attitudes About School.

 

IOOivtorotuvo-IOco-a

ODOOOIOQOQQCOOOQCIOD.IDQ.0...

lA1;:---rcdtc l»

J‘ l A"" i.)'“".'*

«)uq--°'ahlln‘bt.

c.ulr'c
uEtl’ 4.. J‘

DLHQ-‘thc-r.

)CH'v.'-

.U..U’. l5‘3t‘l,l|.. ~-

3:31;». 2 if

1‘

5Al',‘ALl; 12,
H:.t’-i.‘1L- 1r,
JJR’flsfl- 1:,
aikfv 1C.
SJIL-i-‘ 1/.
:JJiJ'L'i '6.
J: lL‘\"~.. U.
t"'-l-Vt )6.
Cyl'le-r it.
Jtd-‘.7li'ii~ l.',
uth,L.lJ- 1.,
‘thT-Jtc. -(.
JVCQJ4J041 A“.
Hale-idhi'v jg},
3J1-.!.-r: L.
)LN-u§-}-3 u.
plro‘tLall l.
linc H: wot" u.
39.4-4.1101 . b.
ldq—32Sfilu n.
‘chJ‘Orn' id.
cocoa-o-oooon-ocono

‘I

’v

V

J ‘.

..o.a.a0.00.0.0...-000030.000octane-.0-IQQOIQOOI000

-- .‘sLllv‘ ~c\vuukc 0
l .‘_ ."3*r"3 - '
J‘o "LD'01V7"“l'-T0 leHlLJLwMo Jlflf', HUILUqu, '

3L._”AL, ctr-Jt-altJlLb. ell-cun-dbllvlll, 3U1-00l-IAUUHT.-
-'--,P. l“.r’-.ruU:L-ru~, uVLNLHUALth. Au‘u-COJléfitNI-A, 0
L‘Ailu”. al.."’~"'l.l JHMAW'O Val.“rLA,'l"qDo le'quh-Jéfltut '
J_.‘.’.T‘ 'AA-.'...“t9_>':, l.l.ur-metislb-A .
.. ism. m... -
c-o-o ------------ ----------—¢—-------’------------oo-------O

. \ciilt'(‘. ”AG; 1 O
---.------- ----- o-Co--‘-o-o—oeoov-‘~-’tho--uooaoc-ovn-nv-ooo

PERCEMTAGF 0

f. ,:v rLqul ss FACJLTV PARENT -

.,.. u..0 0.33 0.00 0.17 0

J *.fi‘ U.:” 1.00 1.00 1000 '
.. '3. "' U.L‘“ 0.17 0.00 0.00 0
L 0.0' u.L” 0.00 0.00 0000 a
U ;.uu “.0“ 0.00 0.00 0000 '
‘ tr. i ".4" 0.00 ".00 0.00 '
..;~ v.0" 0.00 0.00 0.17 .

~.. 0..» 0.17 0.00 0.00 .

a..' )..V 0.50 0.33 0000 0

t (.c’ 9.9C 0.33 0.00 0083 0
. ...x a... 0.17 0.17 0.00 .
. 14.x" (jolt 0.67 ".83 10°" .
J 5.. “.0” 0.33 0.67 0083 '
0 0.0 2.i“ 0.50 0033 0017 ‘
¢.v b,.' 0.00 ".50 0'67 .

'J "0' ’0‘” 0000 0.50 0.07 9
J t.v- n,.' 0.00 0.33 0033 0
U (»'.u 0.0' 0.00 0.00 0000 .
t..‘ L..' 0.00 0.83 0.83 0

u ..I U.L” 0.00 nOno 0017 O
; e... u,uw 0.00 0.00 0000 0
o
t...0.01.0a.confil‘IOOOIOIOIIOOOIIOII...OOO‘COQOOOOQOOOIOCOCO

69

TABLE 3.--Attitudes About Essential Services.

 

 

"""""""""- "."‘i.‘*".’"".‘.‘0......‘iififi....00t00000OOIOOOOOOOOOOO

- TAdLb---60H"u~x7Y t‘ALUfiTIUh '
- uAYA----arnv1363 :SFttTIAL #u» ECFUUL .
o guu5----~uu!u-v:5. DHvschL-tr. i16tu-Iu1‘. MUbIC. AHI. HUI-LUNCH. '
. WHY-Uzhobxh‘, J(b-tr. blLLAth. thtLHéCUhntQIIU. MENTAL-chtln. .
O .(th Uokih"l'l1’ (.PrClAl..l Ua-‘Ul L~-!'L», A9le'*flUUD SUC-ACTl\']fltb. .
. bL'HUL'4’SC‘d1'V L, "HIV. H’ “Alain! - V I
- LULUflNs-bLCHNLAhY s'urtur, IALuLI\. H/HLmv -
.--_---_-___-_-__-___ ______ --__,.__.----,-----_-----.--.-c--.---------------o--o
. Suc1luu : »+ YtLTIUI(Va ”Ah: 1 ‘
t---.--------_.._ _______ -___--_,- _____ -,_--.----.----.-.----.---.,..----—-ooo--I
' DEPCFNTAcE '
O 5; tAFu11* fhfiiw' SS FACJLYY PARFNT '
. O
- AHUlJ-vlb *c.t 6.0! 0.0: 1.00 1.03 1.00 '
. PHYszfikl-L J(.l 0.L‘ U.L‘ 1.30 1.00 1.00 '
' Fltle-Th.“ 6.1 0.l)' U.l..I 1.30 0.93 0983 .
. VUJIJ .¢.L. 0.0! 0.0“ 0.67 1.00 1.00 '
- AvT 32.0 6.0! v.0' 0.83 1.00 1.00 '
I HUY'L'JVLH T'Z.Lu (MU. 0"“ 1000 0'53 0'67 .
o PHYOUtJ'LI ;c.L 0.0! 0.0! 0,67 n.33 0.50 '
. JUd-EU ':.r 0.0! 0.0: 1,00 1.00 0.83 '
a dUIUAJCL Lz.t b.0‘ 0.0! 1.30 1.00 1.00 '
- SPtECH-LUH :2.L_ 4.0! 9.0' 0.67 8.67 0.83 '
o fitMYAL-hct Ld.b- 6.0% 0-U' 0.67 1.00 1.00 '
o «tWED-«tAI 15.; 6.0! 0.0' 9,33 1.00 1.00 '
o 5?:CIIL-tL 42.0. 6.0! U-L‘ 0.67 1.00 0.67 '
t APuLT-tn 2d.(. 6.01 0-0| 0.67 0.33 1.00 '
. aleS-PFuL 12.L b.0l 0.0' 0.83 0.83 0.33 ‘
o sec-acrlv: :4.(- 6.0! 0.0! 1.00 0.83 0.83 *
- SUflMEH-buv 32.0. 0.0! 0.0“ 0.67 8.83 0.83 '
- URchH-Inb 32.. 6.0” O-L' 1.00 1.00 1.00 '
. 0
.,....,,.,,..,.,,,,,...,.,...,....,.'.-o.vcv.twcnonooottooco.ooovo6.09.00.96.60.

70

Reports for Teachers

 

The following two reports were generated for the school teachers.
These reports, as illustrated in Figure l3 and Table A are aimed
primarily to supply basic information about those students whose
attitudes may result in a negative impact on their studies.

These reports provide teachers with basic feedback as related to
different aspects of the teaching process. The information deals with
students', parents', and teachers' feelings and gives a teacher a
general and objective overview of all those members of the community
who are involved in the educational process.

Reports for teachers are generated presenting the negative answers,
since their main concern should be students' negative feelings that
teachers have the capability of improving or correcting.

For teachers' purposes, both of these two formats are suggested
for usage, the table and the list of total answers. This information
should be handed to each teacher for consideration and a study of
implications at least once a year. It should be pointed out that these
reports cannot be compared with the Michigan norms, which include only
the positive answers, while the teachers' report is based on negative
responses.

Reports for a School
Counselor

 

A report for a school counselor provides a list of students who
may be identified as potential dropouts.
Nine variables were selected from the questionnaire: Like School,

Satisfaction, Teacher Knows Child, Teacher's Interest in Child, Teacher

7l

OSNAHE HtPURlS fUQ lEACHEPS

'$CUHHENT LUw stTlSFACTIUN kllH sUnuuL
STthhI Awswgub

0!UUESTIUN
tTYPh. StcuVUAnv SIJUENI,AND. xSAIISLACTIUN wllH SCHUUL.
.IKE-SCHOOL.6E.3
Z ANSH:HS fJUnu.
O‘CUthNi PARENT AWSNhnb

'30UtSilun
tlYpé, pAHch.ANu. tSiiISFACllb‘ Hiln DCHUUL. Lth-auHuUL.ut.3

1 ANSHcHS fJuhu.
'iCU1HtNT iACULTY AhchHb

asauesilon
tiY”:. FACu-TY.nNi. tEAlISFACTlLv with ScHuUL. Lch-bLnUuL.G:,5

1 nvswcws fuuuu.
0$CUAH=VI srbntui Avskcwa

uSJJ:SIION

llYPE. SeCu>uAnv bTJDrNT.AMD. stT.srbgiiuw nIlH SLHUUL.
TEA04t4-KNuwb onllb.ut.6

oiuunHENT CAKFNT ANSNhnh

0150:5I10N
xTvPc, PAchi.Aiu. ISATISFACTIJN Hlig aCHUuL. ItACHtK-Kwuwa UHlLu.JE.5

a Awswcas $90.0.
O$CUHMCHT VALULTY ANDWCH:

~£00eSiION
tTYHt. fAUgLIY.ANi. lSAiISFAUTlUN uiiH SCHUUL. chLHFH'KNUNS CHI;D.S=.¢

U At‘JSHcfib rQ‘U? U.

FIGURE l3.--Reports for Teachers.

72

TABLE h.--lnformation for Teachers.

 

0.0.00.0..tofifitothe:.0not...00.6....I.OitOOOO0OOOOOOO.‘*O‘I'IOOODOIOOO'OO.OO.9..
a TAdLE---PtRCc”T+bi Li hhbllth thrLNSt

o UAIA----Nuhbt~ (F TCTIL AiShthb “

o RUwS----Llrt-$ct,, i,rnr.s-CriLr. l.l’l.l'-LHlLL. HtLr-bIVtN-Bv'lE.

a vaLut-ui-STtLItS. HLMi-hUFR. thf°uP. le.ntLP. ustFuLntss-Ot-abo
O PAL.blAlb‘-lk-C(. P.l.HtLI|lU'b. (Uhi.tii. lNl.Ur-PARENT>-i

. CULUHNb'thUNbAFY sitleit. FAiuLIVI “Intal

..---..-.------..--..--.-------oQ.--.0------0---.-.c--O-O--...----.-.--O------O

t

O

O

O

I

O

O
0 StCTlUN 1 LF 1 Sttllotit) FAG: 1 .
.ODOOOCC-Oncnv-vo-oooo-o-coo-oo-o—-~----oo-o------------o'o-ocuooon-o-----oo-oot
. PERCENTAGF '
o s‘ lAiuLl‘ truimt ss rArunTV PAQCNT '
. O
. lek-SCH. .2.tr 6.0! 0.0! 0.17 5.47 3.«7 '
. l.KNUVS°LH L2.(l b.0l 0.0! 0.31 5.50 5.x1 .
a T.1NT..N-F :z.L. 6.LI 0All 0.31 6.50 3.17 '
. HtLP-hinW 32,0i b.Ll 0.0! 0.63 i.rn n.3F -
. vALuc-ur-s 3?.Ll c.0l 9.0V 0.33 ".50 3.17 '
. near-.uwn Jz,i. O.Ul v.0i 0.33 3.i7 0.33 '
- KtcP-UP 1¢.b. 6.0! c.01 n.sa 5.50 9.3? -
. le.HtLP 2;.t. 0.0! u.ur 0.17 5.50 3.33 '
. useiJLmLss :;.:. o.bl 0.0i 0.33 “.17 1.83 -
O F‘C.3lAlu> l.li b.L| 0.0! G.CC 0.67 0.1T ‘
- P.1.+tt¢ii (.i. 6.01 u.u« 0.”: fi.I3 1.x? -
. cuvr.rii v.0. 0.L| 0.0: 0.50 0.17 3.3: -
a 11T,3i-Pun 2:.t. b.tl 0.0' 0.17 5.~n 1.3? o
. O

.I'9'...’.Ilit.'.it.pr‘901.......‘QIOOIOIOOOO'IODOIDOO|O.‘tOOOQOQOCOOOOOOOIQOOI.

73

Gives help, Student Feels He is One of the Group, Amount of Homework
Requested, Participation in Extra-curricular Activities, and Parents'
Interest in School.

These variables are used as possible predictors of student success
in the school, e.g., a student who does express highly negative attitudes
on most of the above items should be given a counselor's attention, as
he can be considered as a potential dropout.

For this purpose two reports are generated. The first one
identifies those students who are very negative (A). As shown in
Figure l4, 3 query is input to locate students with ratings equal to
four (.EQ.Q). In the example, three students were identified as being
extremely negative. This is indicated by RELEVANCE = IOOI. The last
digit in the relevance index indicates the number of matches with the
above specified variables, while the 1000 is related to the identification
of type--in this case, each student is identified by the digit 1900,
as specified in the question in both figures.

Figure IE is generated in the same way is the previous report,
the request to identify all those students who are negative and very
negative (greater or equal 3) on the selected variables. In this
particular example, it is shown that the first two students, Walter P.
Maner and Pam Lombard (Figure IS), are negative in seven out of nine
variables, which means that consideration should be given to them by
a counselor.

It should be noted that for these reports it is essential to have

the students' names specified on the questionnaires.

7h

.OOOOOOOQOOtOOOOQOOtotttbtttttttiottttttOtooo
..QUESTIon...ouesrlou...nussrIONA 1
.ttittttfitQOOtOOOQOto0.00.0000...titttOtooooo

OSOUE

ArvpezsecownAnv swunsur.1fiofi.

ISATISFACTION HITH acuonLL

Line-SCHOOL.EQ.4.

SATISFACTION.E0.4.

TEACHER-KNOWS CHILD.E0.4.

YEACHFR INTEREST IN CHILD.EO.4.

vsAcuen-sivss HELP.Fo.4.

ONE'OF-YHE nanuu.ro.4.

AscnooL-pnonnAn.

Anouut or HnMF-JOPK.ED.4.

PART-IN exrnA-CJR Acr1v1115s.ro.4.

tCOHHUNITY DELAYInNt.

INTEREST OF PARENTS IN fiCHOOL.EO.4

ApSTRACT 1 RELFVANCE a 1on1.on

iSCHOOL-DISTRICY sAsr LA~<1~G
lYYPE srcONnARv SYUDE”T

INAHE RAPAS ALAN

iSEx HALE

APSYRACY 4 RELEVANCE 3 1001.00

AscuoOL-DISTnicv EAST LANSING
IYVPE SECONDAQV SYUDENT

INAHE HANER HALTER P

ISEX "ALE

ARSYRACT 7 RELEVANCE s 1001.0n
flSCNOOL-DISTRICV =AsT LANSING
iTVPE SFco~nAaY STUDENT

iNAWE DOCKINSON EDITH
ISEX FEMALE

FIGURE lh.--lnformation for Counselors.

75

0.0.0.606tooooooooogoto.ooocottooooooot.
ocouESIION...aussrIo~cc.0055t:0No
OOOOQOOOOOOOOOOQQOOQOOOgoootttooto.00...
o'OUESTION

ITYPE.SECONDARV STUDENrazooo.
ISATISFACTION HITH SCHOOL.
LIKE-SCHOOL.GE.3.

SATISFACTION.65.3.

TEACHER-KNDHS CHILD.GE.3.

TEACHER TNTEREST IN CHILD.GE.3.
TEACHER-GIVES HFLP.GE.3.

ONE-OF-YHE GROUP.GE.3.

ASCNOOL-PROGRAN.

AMOUNY or NONE.uoNN.GE.3.

PARToIN EXTRAoCUR ACTIVITIES.GE.3.
ICOHHUNITV RELATIONS.

INTEREST OF PARENTS IN SCHOOL.GE.3

ABSTRACT d RELEVANCE 8 1007.00

iSCHOOL-DTSTRIGT EAST LANSING
ITVPE SECONDARY STUDENT

UNAME HANER HALTER P

15E! "ALE

ABSTRACT 1n RELEVANCE : 1087.00

iSCHOOL-DISTRIGT EAST LANSING
iTYPE SECONDARY STUDENT

iNAHE LONBARD 9AM

ISEX FEMALE

ABSTRACT 1 RELEVANCE - 1005.00
AscNooL-DISTRICY EAST LANSING
tTVPE SECONDARY STUDENT

INAHE RAPAS ALAN
ISEY HALE

FIGURE lS.--lnformation for Counselors,

76

Summary

In concluding this chapter let us note some essential criteria by
which these reports were generated.

Essentially, the proposed technique may be divided into two major
parts. First was the selection of a questionnaire that is standardized,
comprehensive, and objective. These basic features are essential for
generating reports for the various components of a school system, i.e.,
boards of education, administrators, planners, teachers, and counselors.
Second was the selection of the technological devices, enabling us to
generate reports in a concise format--easy to handle and understand
without any previous computer knowledge. The flexibility of the programs
and of the technique makes it possible to add or subtract variables which
might be important for a particular school district.

In addition, this information can be generated in a relatively
short time. A complete set of reports can be generated and released to
a population of 500-700 students within a period of 3-b weeks.

It seems apprOpriate to conclude that the proposed generated
information can be of use to a large extent by different groups involved
in the educational process. The reports presented in this section serve
to indicate the general type of reports which can be generated; although
they are by no means the only reports possible. The programs can, and

should be, updated and adjusted according to different school needs.

CHAPTER IV

IMPLEMENTATION OF THE TECHNIQUE

Selection of the Sample

 

This chapter will discuss how the developed technique has been
implemented in a school district with a relatively large number of
students.

A local high school was selected for this purpose and 290 freshmen

have been given the What Do You Think About Your Schools questionnaire.

 

On one hand, reports related to the freshman population can be considered
as representative and reliable. On the other hand, only 37 parents out
of lOO have answered the aforementioned questionnaire, and only 28
teachers out of 52 in this school have answered it. It seems thus, that
the small number of questionnaires returned by parents and teachers does
not enable one to draw reliable conclusions concerning these two com-
ponents of the community.

At this point, it should be stressed that the present reports did
not attempt, by any means, to provide school district personnel with
definite data. The basic purpose of this study was to show the appli-
cability of the deveIOped technique to a school district with its large
population and present some possible interpretations using the generated
reports.

Comparison of the gathered data with the Michigan norms might be
of considerable help to any group of educators involved in school

organization and/or planning.

77

78

General Report for the Board
of Education

 

 

Table 5 shows an overall audit of what secondary students, parents,
and teachers think about their school. The first three columns include
the total number of answers per variable, while the additional three
columns show the percentage of positive answers per item. A systematic
comparison of those items with the Michigan norms (Table 2) may enable
members of a board of education to consider analyzed data to be used in
decision making that concerns strategies for future curriculum improvement.
It is suggested that the gathered data should be analyzed in the following
ways: (I) an overall comparison with the state norms which will provide a
perspective of local attitudes, and (2) a separate analysis related only to
local data emphasizing those items which should be given a hard look by the

authorities.

A. Overall Comparison with Michigan Norms

 

An overall comparison should include an analysis of major areas and
of the human components whose answers are included in the table. The
major areas illustrated in Table 2 are: (l) Satisfaction with Schools,
(2) School Program, (3) Essential Services Desired, (A) School Organi-
zation and Size, (5) School Plant, and (6) Community Relations. The
human components whose answers are included in this study are: (I) students,
(2) faculty, and (3) parents.

I. The area Satisfaction with Schools includes ten different
variables. These variables are basically concerned with feelings which
indicate the degree to which students, parents, or faculty have expressed

their Satisfaction with School.

79

TABLE 5.--General Attitudes About School.

 

 

COOOCOOQO'COOOOOO0.0.000.000.00.0.000.000.00.0.000.000.0000....000.000.0.00.0...

c TABLE---PERCENTAGE or POSITIVF RESPONSE .
0 DATA----NUMBER OF TOTAL ANSHEPS o
. nous...-L1KE-scu,, DART-oF-GROUP. T.KNous-CHILD. T.INT.lN-CHILU. '
. HELP-RIVEN-RT-TE. SCH-PRIDE. SATISFACTION. INT-lN-SCHOUL-ru, .
o VALUt-oF-NTUDIES. CURRICULUM. STAFF. BUILDING. EQUIPMENT. .
. GENERAL. EFF-nF-STuthS. PART-EXCURRICULA. u-KEEP-UP. RONE-HORK. .
. EXT-CJR-ASTIVITI. CREATE-lNTEPESTo. VAR-OF-SUBJECTs. Sue-NJT-IAUUHT, .
0 LIB-HELP. HONFY-NEEDED-FOR. USEFULNFSS-OF-SU. AUDIO-V15. 0
. PHYSICAL-ED. FIELD-TRIP. MUSI". ART. HOT-LUNCH. PHV-DEN-EXAN. .
. JOB-PLACEHENT. GUIDANCE. SpserH-CORRECTIO. MENTAL-HEALTH. .
. REHEO-RFAOING. SPECIAL-FD. ADULT-ED. AGRIc-PROG. SOC-AuTlVITlES. .
. SUMNER-scaoot. DRIVER-TRAINING. OVERCRONDED. SUPER-ASSISTANCE. -
. ADEO-EOUI‘MENT-A, SCH-CDH-HELATION. FAC.STATUS-lN-CD, std-AS-INFURMAN.
. MIN.PJBLISHED. P.T.RELAT10NS. CONF,EFF. PTA-EFFECTIVEVts, .
. TAx-RFNDERED. TAx-INCREASF. Know-CR-PARENT-o. SCH-CON-;NroRNAT. .
O INT.0FQPAQE\‘TS¢T O
o COLUMNS-SECONDARY sTunENT, FACULTY, PARENT .
.-.-...-.---.-..-.-.--COO-Q---C----------.--C.--.---.--------.------O--. OOOOOOO O
. SECTION 1 DP 1 SECTIONIS) 9A0: 1 .
.0-...-.--.---'.---p-In-Q-onoucOIOU-CC-‘OIOOIODOO----¢.--.--OO--...---OO OOOOOOO O
‘ PERCENTAGE .
0 SR rACULTv PARENT SS FACULTY PARENT .
O o
c LIKE-SCH. 291.00 ?8.03 37.00 0.80 0.93 0.92 0
0 PART-OF-GR ?90.00 78.00 37.00 0.55 0.57 0.9? .
o T.KNOHS-CH ?90.00 78.00 37.00 0.69 0.96 0.86. .
o T.INT.IN-C 790.00 78.00 37.00 0.87 1.00 0.76 .
0 HELP-GIVEN 296.00 78.00 37.00 0.89 1,00 0.92 .
t SCH-PRIDE 290.00 28.00 37.00 0.85 1.00 0.89 .
. SATISFACTI 290.00 28.00 37.00 0.81 0,96 0.89 .
0 INT-IN'SCH 290.00 28.00 37.00 0.78 1.00 0.95 o
- VALUE-or-s 290.00 28.00 37.00 0.63 0.57 0.86 .
o CURRICULUM 290.00 28.00 0.00 0.88 1.00 0.00 .
. STArr 290.00 28.uo 0.00 0.86 1.00 0.00 .
0 BUILDING 290.00 ?8.00 0.00 0.94 1.00 0.00 .
. EQUIPMENT 290.00 ?8.00 0.00 0.93 0.96 0.00 .
. GENERAL 0.00 0.00 37.00 0.00 0.00 0.92 .
. EFF-oF-STU 287.00 78.00 37.00 0.91 0.82 0.89 .
. PART-EXCuR 290.00 28.00 37.00 0.78 0.01 0.81 -
o H-KEEP-UP 289.00 28.00 37.00 0.78 0.71 0.70 .
. NONE-HORN 280.00 78.00 37.00 0.75 0,64 0.73 o
. ExT-CUR-Ac 289.00 28.00 37.00 0.70 0.93 0.69 .
o CREATE-INT 289.00 28.00 37.00 0.82 0,88 0.81 0
O VAR-OF-SUB ?88.00 28.00 37.00 0.77 0.96 0.86 '
. sue-NOT-TA 790.00 28.00 37.00 0.5. 0.25 0.73 .
. LIB-HELP 28!.00 78.00 37.00 0.49 0.89 0.57 '
. HONEY-NEED 28!.00 78.00 37.00 0.37 0.79 0.92 o
O USEFULNESS 788.00 ?8.00 37.00 0.33 0.75 0,59 0
0 O
GOO-.co-D-I-OCOODoc.-..c-..-----------OCO‘»'T.O-OO---o-O-O.--------o..o----0-------0

TABLE 5 (cont'd.L

80

 

 

 

1 SECTION(S)

O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
0
O
O
O
O
O
O
O
O
O
O
0

SECTION

8U000'VIS
PHY50c‘L-E
FIELD'TRIp
HUS'C

AR?
HOYQLUNCH
PHYODEN'EX
JOBO'L‘CEH
GUIDANCE
SPEECH-C08
"ENY‘LOHEI
RENED'RE‘D
S'ECI‘L'ED
‘DULTOED
‘GR'C'PROG
SOCOICT'VI
SUMNER-SCH
DRIVER-7R8
OVERCROHDE
SUPER-ASS!
ADEO-EOUI’
SCH-COH0RE
780.57A7US
SCH'AS'INF
H!N.PU9LIS
P.7.REL‘7!
CONF.EFF
'T‘OEFFECT
Yl‘oRENDER
V‘XQINC'E‘
‘NOH-CHC"
SCH-COH-iN
!N7.0'0P‘Q

$3

280.00
288.00
288.00
280.00
288.00
288.00
289.00
297.00
280.00
277.00
288.00
287.00
287.00
290.00
280.00
288.00
288.00
288.00
289.00
0.00
287.00
5.00
0.00
6.00
0.00
0.00
6.00
0.00
6.00
0.00
0.00
0.00
288.00

FACULTY

28.00
28.00
28.00
28.00
28.00
28.00
23.00
28.00
28.00
74.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00

0.00
25.00
28.00
25.00

P‘RENT

37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
35.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00

0.00
37.00
67.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00

SQ

0.90

0.90

0.2‘

0.58
0.09
0.86
0.57
0.78
0.99
0.78
0.74

0.80
0.83
0,65
0.59
0.84
0.60
0.93
0.00
0,00
0,88
0,00
0.00
”.00
0,00
0.00
0.00
0.00
0.00
”.80
0.00
0,00
0.88

9A6:

PERCENTACE

FACULTY

1.00
1.00
0.86
1.00
3.00
0.82
0.75
0.71
0996
0.79
0,93
0.89
0.75
0.46
0.?1
0,89
8982
0.96
0,50
0,68
0.68
0.54
0.46
0.57
0.71
0.79
0.64
0.11
0.93
0.00
0.25
0.36
0.93

2

PARFNT

0.97
0:97
0.78
0.84
0.Ud
0.76
0.49
0.67
0095
0.80
0.70
0.99
0.7‘
0.89
0.3“
0.85
007n
0.86
001‘
0.00
0.70
0.65
0.78
0.7p
0.73
0.73
0.78
0:24
0.89
U.5°
9.2?
0.49
0.92

OCODOOOO0.000GO0000......to00......0.0.0.0....O....0...0.....QOIOOOOOO..0.0..O

0

O
O
O
O
O
C
O
O
O
O

O

O

O

O

O

O

O
O

O

O
O

O

O

O

O

I
O

O

O

O
O
O
O

O
O
O
O

8|

A comparison of local high school freshmen, parents, and faculty
populations with the state norms shows that, by and large, the degree of
satisfaction at this school is higher than an average school in Michigan.
There were only three items--Student Feels Part of Group, Teacher Knows
Child, and Teacher Interest in Child--on which students expressed less
positive attitudes than stated by the norms.

On the other hand, a considerable discrepancy is found while
comparing the item ”School Compares Favorablyll to the norms. Ninety
percent of the students have expressed their positive feelings concerning

this item, which is 16% above the average.

82

TABLE 6.--An Overall Comparison of the Range of Percentages of Favorable
Responses of a Local High School's Attitudes with Michigan Norms.

 

 

 

 

 

 

 

 

 

 

 

«Irv—row- — on.“ ‘-

 

SECONDARY
FACTOR STUDENT FACULTY PARENT
‘F"“‘“‘*""‘*‘r"—“‘
L.H.S. NORMS L.H.S. NORMS L.H.S. NORMS
SATISFACTION WITH SCHOOLS
Like School 80 7l-77 93 90-9h 92 9l-95
Student Feels Part of Group 55 59-65 57 97-98 92 9l-95
Teacher Knows Child 69 74-80 96 91-95 86 '87-9l
Teacher Interest in Child 67 70-76 100 96-98 76 82-88
Teacher Gives Help 89 89-93 l00 l00 92 8l-87
Proud of School 85 8l-87 lOO 94-96 89 9l-95
Satisfaction with Schools 8l 7l-77 96 82-86 89 87-9]
Interest in Schools' Future 78 73-79 l00 96-98 95 98-l00
Value of Studies 63 61-67 57 88-92 86 88-92
*Schools Compare Favorably 90 70-74 lOO 7h-78 92 85-89
SCHOOL PROGRAM
Effectiveness of Studies 9] 80-86 82 9l-95 89 92-96
Part in Extra-Curricular
Activities 78 68-7h 6] 8h-88 8] 75-8]
Amount of Work to Keep Up 78 52-58 7] 78-8h 7O 78-8A
Amount of Homework 75 53-59 6“ 66-72 73 59-67
Enough Extra-Curricular
Activities 76 67-73 93 76-82 89 85-89
School Creates Interest
in Extra-Curricular
Activities 82 65-7] 68 69-75 8] 73-79
Variety of Subjects 77 52-58 96 65-7] 86 78-8h
Subjects Wanted not Taught 5h 6h-7l 25 63-69 73 32-h0
Help from Librarian A9 54-60 89 57-63 57 5h-62
Money Needed for School 87 89-93 79 66-72 92 72-78
Usefulness of Subjects 83 82-86 75 9l-95 92 90-9b
ESSENTIAL SERVICES DESIRED
Audio-Visual 90 82-86 l00 l00 97 8l-87
Physical Education 90 86-90 100 96-98 97 9l-95
Field Trips 81 75-8l 86 87-9l 78 78-8h
Music 58 7l-77 lOO IOO 8“ 86-90
Art 69 7l-77 lOO 96-98 89 82-88
Hot Lunch 86 77-83 82 7h-80 76 81-87
Physical 8 Dental
Examination 52 50-56 75 66-72 #9 68-7h

 

*Are derived by combining the norms for (l) curriculum, (2) teaching staff,
(3) buildings, and (A) equipment.

TABLE 6 (cont'd.).

83

 

 

 

 

 

 

 

 

 

 

 

 

T..—
SECONDARY
FACTOR STUDENT FACULTY PARENT
L.H.S. NORMS .H.S. NORMS L.H.S. NORMS
ESSENTIAL SERVICES DESIRED
(cont'd.)
Job Placement 78 76-82 7| 72-78 62 63-69
Guidance 89 93'97 96 IOO 95 92’96
Speech Correction 78 88'92 79 97‘99 89 94'98
Mental Health Clinic 74 73—79 93 85-89 70 80-86
Remedial Reading 80 78-84 89 97-99 95 90-94
Special Education 83 86-90 75 96-98 73 65-7]
Adult Education 65 74-80 46 77-83 89 87-9l
Agriculture Program 59 67-73 2] 42-48 38 64-70
Social Activities 84 87-9l 89 9l-95 86 8l-87
Summer School 80 75-8l 82 76-82 78 7l-77
Driver Training 93 94-96 96 88-92 86 89-93
SCHOOL ORGANIZATION AND SIZE
**School Overcrowded 40 54-60 50 72-78 l4 39-47
Supervisory Assistance -- --- 68 7l-77 -- ---
SCHOOL PLANT
Adequate Equipnent
and Facilities 65 23-29 68 34-40 70 50-58
COMMUNITY RELATIONS
School-Community Relations " "' 54 59-65 65 63-69
Faculty Status in Community -- --- 46 69-75 78 7S-8l
School as Informant " --- 57 46-52 70 60-68
Minutes Published -- --- 7| 76-82 73 71-77
Parent-Teacher Relations -- --- 79 82-86 73 86-90
Parent-Teacher Conferences __ --- 64 79-85 78 76-82
PTA Effectiveness -' --- II 26-32 24 28-36
Taxes and Services Rendered “ "' 93 73’79 89 80-86
Increase Taxes " "' _- --- 59 53-6]
Know Child's Teacher or
Parent " --- 25 29-35 22 36-44
School-Community
Information -- --- 36 34-40 49 44-52
Interest of Parents in
School Activities 88 80-86 93 67-73 92 96-98

 

 

**The figures represent satisfaction with school space.

84

Among the faculty attitudes, a large gap is found between their
scores and the norms concerning such items as: Student Feels Part of
a Group (40% below the norm) and Value of Studies (31% below the norm).
0n the other hand, 100% of the faculty agree that their school does
compare favorably with other schools (22% above the norms).

As far as the parents' answers are concerned, it seems that their
attitudes are very similar to the norms and except for two items,
Teacher Interest in Child (6% below the norm) and Teacher Gives Help
(5% above the norm), no significant discrepancies can be pointed out.

2. The area School Prognam includes eleven items dealing specifically

 

with variables connected to the learning process. This area was rated
considerably higher by the local high school freshmen. Seven variables
have higher scores, while only three of them are below the norms.
Particularly significant items are the following: Amount of Work to Keep
Up (20% above the norms), Amount of Home Work (16% above the norms), and
School Creates Interest in Extra-Curricular Activities (11% above the
norms). Two items are below the norms and should be given consideration:
Subject Wanted Not Taught (10% below the norms) and the question Help
From Librarian, which is 5% below the norms. Comparison of these
variables with faculty responses shows a large discrepancy, especially
concerning the item Help From Librarian, where faculty answers are 26%
above the norms. Their answers relating to the item Subject Wanted Not
Taught are 38% below the norms.

In general, the faculty has responded less enthusiastically about
the school than have their students. Seven variables are below the

norms. Besides the two variables mentioned above, a significant

85

discrepancy is apparent in variables such as: Participation in Extra-
Curricular Activities (23% below the norms) and Variety of Subjects
(25% above the norms).

Parents' responses are again closest to the norms, with only two
variables rated below and five of them evaluated higher. Amount of
Work to Keep Up is rated below the norms (8% below the norms), while
considerable satisfaction is expressed with Subject Wanted Not Taught
(23% above the norms).

3. The area Essential Services Desired includes items dealing with

 

eighteen different school activities and services. Responses gathered on
this question may be interpreted as to what extent students, faculty, and
parents consider those activities and services essential for a good school
curriculum. Comparison of the local school responses with the norms in
this area shows that nine items are below the norms as stated by the
freshmen, with only one rated higher. However, the deviations are mostly
small, except items such as: Music (-13%), Speech Correction (-10%),
Adult Education (-9%), and Agriculture Program (-8%).

More significant discrepancies are apparent when considering
faculty answers. Out of ten items which are below the norms, four items
have considerably lower scores. The importance of Adult Education in the
curriculum is expressed as extremely low; only 46% of the answers
gathered were positive, which is 31% (I) below the norms. Additional
significant deviations are related to items such as: Speech Correction
(-l8%), Special Education (-21%), and Agriculture Program (-21%). In
the area of Essential Services Desired, parents answers are very close
to the students' and faculty evaluations. 0n eight items their

evaluations are below the norms, while only five are above the norms.

86

The most apparent differences are expressed in variables Agriculture
Program (26% below the norms), and Physical and Dental Examination (19%
below the norms).

4. The area School Organization and Size deals with only two

 

items: School Overcrowded and Supervisory Assistance.

As shown in the table, only faculty have been presented the question
concerning Supervisory Assistance, and they were very close to the norms,
only 3% below. On the other hand, parents and faculty are considerably
lower on the first item. Parents are 25% below the norms, while faculty
are 22% below. The students, also, are below the norms by 14%.

5. The area of School Plant includes only the question about

 

Adequate Equipment and Facilities, which seem to be more than satis-
factory. All three components have evaluated the facilities and equipment
very highly. Students are 36% above the norms, faculty 28%, and parents
12%. It seems conceivable to conclude that the discussed local high
school is very satisfactorily equipped.

6. The area Community Relations includes twelve items concerned

 

with different aspects of school-community relations. Answers on these
variables were collected only from the faculty and parents, with an
exception of one variable--Interest of Parents in School Activities.

An overall comparison of this area shows that on seven items, faculty
responses are below the norms, and only on three items are above the
norms. The largest faculty deviation from the norms is expressed on
the following three items: Faculty Status in Community (23% below the
norms), usefulness of Parent Teacher Conferences (15% below the norms),
and PTA Effectiveness (15% below the norms). 0n the other hand, there

are two items rated considerably higher than the norms. Ninety-three

87

percent.of the faculty feel that the school tax rate compares favorably
with the level of services rendered by the school--which is 14% beyond
the average in Michigan. However, the most significant positive answer
is in regard to the teachers' feelings about parents' interest in school
activities, which is 20% above the state norms.

Parents' responses are less dichotomized; most of them are within
the norms. Only two items are significantly below the norms; Parent-
Teacher Relation is 13% below, while the item Know Child's Teacher or
Parent is l4% below the norms.

Summarizing this comparative analysis, it might be concluded that
areas such as Satisfaction with School, School Program, and School Plant
are evaluated higher than average, while areas dealing with Essential
Services, School Organization, and Community relations are, by and
large, below the state norms.

8. Comparison of Local Data with
Michigan Norms Overall Mean

 

 

In the previous analysis an attempt was made to provide a user with
a general perspective of local attitudes; this analysis is aimed to point
out all those variables on which the positive answers expressed were less
than the overall mean.

The overall mean was computed out of all the students', parents',
and faculty scores on the state norms, and it was considered as a criteria
for this analysis. This type of comparison is basically suggested for two
reasons: (I) it provides a simple but objective criteria, merely one
figure is to be compared to the local data; and (2) it emphasizes all

those items which should be considered, even though their scores are

88

not below a particular state norm. The computed mean was found to be
76.55%, and in light of this figure, the following analysis was carried
out.

1. Within the area Satisfaction with School, attention should be

 

aimed essentially at four variables rated fairly low by the students.

On the item Students Feel Part of Group, only 55% have expressed positive
attitudes, and on Value of Studies only 63% were satisfied with the

value of the subjects taught in the school. Low ratings were also given
the following variables: Teacher Interest in Child--67%, and Teacher
Knows Child--69%.

As a particularly positive result, it should be mentioned that
the rating of the school itself was high in comparison to other schools--
School Compares Favorably--90%.

Only two items within the faculty column are extremely below
acceptable level; mainly, merely 57% feel that their students are
accepted by their mates as being a part of ”the group”, and the same
percentage was gathered concerning the value of studies. Unlike these
two items, there are five variables on which all of the faculty questioned
were positive.

Considering parents' answers, it is apparent that the degree of
satisfaction is high and almost no negative responses were gathered in
this area. The only item we might mention here is Teacher Interest in
Child, which has only 76% positive answers.

2. The second area to be discussed is School Program, which seems

 

to be quite satisfactory according to the students' answers, except for
two items which should be considered immediately: Help From Librarian--

only 49% of positive answers; and Subject Wanted but Not Taught--54% of

89

positive responses. Comparing these variables to faculty and parents'
attitudes, it is evident that teachers would like to see more subjects
taught; only 25% are satisfied with the present subjects, while 73% of
the parents have expressed positive feelings. On the other hand, only
57% of the parents feel their children are getting adequate help from
the librarian, while 89% of the faculty feel that the help is adequate.
Of some concern should be the faculty answers related to participation
of Students in Extra-Curricular Activities (61%), Amount of Work to
Keep Up (71%), and Amount of Home Work (64%). The last two items are
rated low by the parents as well (70% and 73%). We may perceive from
these results that some practical steps should be taken to improve these
items which are rated considerably low.

3. Within the area of Essential Services Desired, the vast majority

 

of students have specified the importance of Audio-Visual Aids (90%),
Physical Education (90%), and Driver Training (93%). Meanwhile, six
other variables were rated considerably low: Music (58%), Art (69%),
Physical and Dental Examination (52%), Mental Health (79%), Agriculture
Programs (59%), and Adult Education (65%).

Within the faculty category three items were considerably below
the mean of 76.55%: Agriculture Programs (21%), Adult Education (46%),
and Job Placement (71%). This was similar to the attitudes expressed
by their students. On the other hand, there was high agreement among
the teachers on the following items: Music (100%), Physical Education
(100%), Art (100%), Guidance (96%), and Driver Education (96%).

Parents answers were less dichotomized, even though four items
are considerably low: Physical Dental Examination (40%), Job Placement

(62%), Mental Health Clinic (70%), and Special Education (73%). Most

90
of the parents, like the students and teachers, agree on the importance
of Audio-Visual Aids (97%), Physical Education (97%), and Guidance (75%),
items which are rated highest by all the components.

4. Considering the area School Organization and Size, it might be

 

pointed out that students, faculty, and parents feel their school is
crowded to a large extent as only 40% of the students, 50% of the faculty,
and 14% of the parents have expressed positive attitudes.

5. As far as the School Plant category is concerned, all three
components are in full agreement that their school has Adequate Equipment
and Facilities, as stated by 65% of the students, 68% of the faculty, and
70% of the parents. It should be pointed out that even though these
figures are below the 75% norm, they seem to be very positive, because
the state norms related to this variable are very low.

6. The faculty and parents' responses dealing with Communj£y_

Relations variables are apparently the lowest rated variables. Eight
out of twelve variables should be given a closer look. The faculty's
lower answers are on the following items: PTA Effectiveness (11%),
Know Child's Parents (25%), School-Community Information (36%), and
Faculty Status in Community (46%). On the other hand, teachers
expressed high evaluation of Interest of Parents in School Activities
(93%) and on Taxes and Services Rendered (93%) items. The parents'
most significant responses are found on the following: Know Child's
Teacher (22%), PTA Effectiveness (24%), and School-Community
Information (49%).

It might be concluded that the area of Community Relations needs

immediate action. It seems, though, that the improvement of channels

91

of communication may bring about the desired understanding, because both
parents and faculty feel that the parents are very much interested in
school activities.

C. At this point it seems necessary to summarize some of the major
trends within the discussed local schools, as shown in the previous
analysis, and consider some possible strategies.

By and large, it is suggested to use both ways of analysis, as
shown in this chapter. While an overall comparison with Michigan norms
provides one with a general overlook, the second way--using an overall
mean for a criteria--enables the members to consider all those variables
of which positive evaluation is less than 76.55%.

From the above mentioned analysis, we may conclude that there is a
great deal of satisfaction in the school discussed. Teachers, parents,
and students like their school, and they feel that compared with others,
they are enjoying a well equipped school and staff.

It is, however, obvious that some actions can and should be taken
to improve the feelings about the value of studies and teachers' relations
with students. It seems that closer relationships with students, more
involvement in student's problems, and more willingness to offer help to
students will improve some of the negative feelings.

Considering the school programs, it might be useful to devote some
Special efforts to set norms for homework requirements which would be
more acceptable by all the components. The teachers' and students'
desire for additional subjects to be taught should be encouraged, and if

possible, answered by offering new courses. An additional item which

should be improved deals with the library. The school does possess a

92

beautiful library, but, concerning the attitudes expressed by the students
and their parents, the library is not utilized appropriately.

Thus, the teachers and the librarians ought to introduce their
students to the library and follow up with all the help needed.

Within the area of Essential Services Desired, some items should be
considered carefully. Attitudes dealing with music, art, and adult edu-
cation are almost negative. It is essential for a school to develop
positive attitudes toward these items and it seems that by paying more
attention to these subjects attitudes may be changed.

Adult Education was rated very low by faculty and students, who
to some extent did not realize that programs for adults are important,
particularly where school-community relations were less than desirable.

Proceeding from this point to the items concerned with community
relations, it is apparent that in spite of being a well equipped, well
staffed school, there is a lack of communication between the community
and the school personnel. The parents do not feel they are given
sufficient information, nor do the teachers realize what their real
status is in the community. In light of these facts, we may conclude
that one of the major concerns of the Board of Education should be
improving the channels of communication, especially, if we consider that
item which indicates that parents are interested to a large extent in
school activities.

It would be useful, for this reason, to involve more parents in
school activities and keep them informed about all school activities.

Adult programs may be a good way to achieve this objective.

93

Reports for Administrators
and Curriculum Planners

 

 

Figure 16 is an illustration of a report generated for administrators
and/or curriculum planners. It is aimed to provide a general pattern of
variables, which may have considerable impact on students' satisfaction
with their school. The first question deals with basic components for
every school organization, such as: staff, building, equipment, and
curriculum. The second one is concerned basically with the usefulness
and effectiveness of studies, help given by teachers, and parents'
interest in school.

In this study it is found that out of 290 students questioned, 191
had specified in their questionnaires a high level of satisfaction, as
well as expressing very positive attitudes about their school's staff,
buildings, equipment, and curriculum. In terms of percentage, 66% of
the total population link these variables with their attitudes of
satisfaction.

As for the parents and faculty answers, the figures are even more
positive--32 answers out of 37 (86%), and 27 out of 28 (93%). It may
be concluded that in this school, the high degree of satisfaction is
dependent to a certain extent upon the basic components.

In the second question, there is somewhat less dependence--but still,
it agrees with the basic assumption that the extent to which teachers are
giving help, studies are considered effective, subjects taught are useful,
and parents are showing interest in school influences the level of student

satisfaction.

94

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77 A”S”F"3 ‘WVVH
.tV'na IF' 7 ”Ev-Li ‘7‘. "1‘ r)! 2“ ”£1.73 ‘JITi‘Jf-Ahilfi‘.’ Ip'lv LSTPL L vi (CS A’-i)
trig-rlu':~s gr 9T“hli5. httr GIVEN Pl lFAC~rRS, A’U THEIR
Duff 6

T TL EtT In anyq
Aflr.r4’ 'QT “F ?V1 STU”E '5

.Tawtslly

(xSAT'SFA’Tl?” ITI scurda. SATISTA"113" .cr.? .."P. lhAtwsr-slvts “ELP
.Lh.21 .A“C. 'X"C”J3L-PWOORPJ. “FFECYIJHTES OF Q'uhlca .LF._ .AWW.
Jsurd-.Fsc nF s=ele¢ic,llfiyl

.Al“.¢CC%“UVI*V nTLATll'KlerLRLST oi PAnrlTs I” QCHHQL.Lp.:
.Al“.'TVPC.°ch':AuY sluDFnT

167 A’S“EPS F'.'n.
citatweil AWS'Ehs :27 or *7 Abdrlts
'flUCKTIO”
(islllsrACTlcw =le 3rarn . SIIISFA”TIJ“ ..E.? ..:;. Tincuee-nlves dtiP
.LE.2) .A\L. (1°C”7‘.'”UDORLFL rrrEeTlJPE§5 3F glgulgs .CE.? .AKD.
USEFJLNCSC FF S”8JECTS.LE:2)

o|19o1COMVUWITY Picnii)”sfierrHFST or Pawrils I” scalcb,Lg,;
.A.‘gq.1TVpC.DAQE‘ T

96 AWSVEVS F“u';.

ttQHESTIC'

(iSATISFAcTI3” 'le S‘«“Ov, SATISFACTION .LF.2 .AVD, TEACHER-gives HELP
.LE.21 ,Avc. IiSCUQfig-ub33NLH: EFFECTIVEESS or STUDIES .LE.? .AND.
USEFJLAVSC 0F SIHJCTT5.1E’3)

oAV“-’C°“”U“ITV aruaTI)“S.l'Tr4rsT or PAREVTS Iv SCHJCg.LF.2
.IV9.1TYPF,FAPUITY

16 ANSWERS F"u“u.
.Illlll/I/I Fun ntsgulcrlj ilLE sctpcq.

otEvJ

FIGURE l6.--Report for Administrators.

95

In this particular figure, 167 students answered affirmatively,
which is 60% of the total population--while 70% of the parents and 57%
of the teachers consider those variables as being linked together.

Unlike the previous report, In Table 7 the negative answers are
summarized with regard to those variables in which interdependence was
discussed in the previous figure. In addition to these variables, some
other items are included in this table as being of special interest to
the administrators and curriculum planners.

Table 7 attempts to provide a selected report which emphasizes
negative community attitudes. Hence, the state norms are generated in
a positive pattern. This table cannot be compared with the norms, but
the overall mean (76.55%) may be efficiently compared. Mainly, all
those items including more than 24% of negative responses should be
given serious consideration.

As a complete itemized analysis was already carried out, only some
main points would be made with regard to reports for administrators and
teachers as illustrated in Tables 7, 8, and 9.

Concerning the school occupancy, there are strong feelings that the
school is overcrowded. Indeed, 60% of the students, 89% of the parents,
and 50% of the faculty do feel the school is overcrowded.

Of considerable significance are most of the figures relating to
the school-community relations' variables. Thirty-five percent of the
parents and 46% of the teachers feel that School-community relations
are either poor or should be improved. These findings are supported by
the data related to the variable which deals with school-community
information. Fifty-one percent of the parents and 64% (I) of the

faculty believe that the flow of information between the school and the

96

TABLE 7.--Negative Attitudes About School.

 

 

0.00.00.00.0000000o00Otoootgtotttoo.OOoo00.000.000.090...t......................

o TABLE---PFRcchAGE or NEGATIVE RESPONSE o
- DAYA----NUMBEQ nr TOTAL ANSHERS t
o ROHS----SATISFACTION. HELP-GIVEM-PY-TF, CURRICULUM, STAFF, BuILDIvu. o
0 t0UIP‘ENT. GENERAL. EFF-OF-STUDIES, EXT-CUR-ACTIVITI. SUB-VOT-TAUGHT,0
0 USEFutn‘ss-nF-su, nnNEY-NFtntP-Fun, ovERCROHDFD, ADFo-:OJIPMENT-A, o
0 SCH-Cfih-RsLATIoN, er-As-INFODMANT, P,T.RELATIONS, TAX-REquRED. a
. SCH-COM-IHFDRMAT, TAX-INCREASE, I“T,0F-PARENT§-I .
o COLU9NS-SECONOARY STUDENT, FACULTY, PARENT .
.C----...-..-...-.-...Q.-CQ-OOC-O----.--C-------.-------.---..-COCO-0.---.-..0-.
0 SECTION 1 5F I sECT10N(S; PAGE 1 0
.-.--..--------.-.-.--0.---------.--------------.----------- ---------- 00--.----

. PERCENTAGE :
g s: FACULTY PARENT SS FACULTY PARENT .
O o
. SATISFACTI 79<.ro 78,00 37,50 0.19 0.04 0.11 .
- “ELP-GIVE‘ 29~.uu 78.00 37.00 0'11 0:00 0-08 .
0 CURRICULJ“ ?9~.c0 28,00 0.00 0.1? n.no 0,00 .
0 STAFF 791.90 28.0” ”.00 0.14 0000 0009 o
0 BUILDING ?9~.io P8.ua n.no 0.06 0.00 0.00 o
. EQUIPMENT 29~.so 28.03 n.ro 0.07 0.04 0.00 .
o GENFRAL 1.30 0.01 67.C0 0,00 0.00 0,08 .
o ErrooF-Sil 267,00 78,07 37,00 0.09 0.18 0.11 .
o EXT-CUH-AC 25a.uo 28.0fi 57.00 0.24 o.n7 0.11 .
0 SUB-NOT-ll 79",110 78.01‘. 37.90 0.46 0'75 0027 '
o USEFULNESS 28-.no 75.0" 37.00 0.17 0,25 0.11 a
o HONEY-NEE? P8!.no 28.0n 37.00 0.13 0.21 0.03 .
o OVERCROHDF 289.no 78.00 37.00 0.60 0.50 0.86 .
. auto-Fania 237.00 28.00 37.00 0.35 n.32 0,30 .
. SCH-COM-RF «.00 28.00 47.00 0.00 0.46 0.35 .
- SCH-AS-INF l,‘0 78.09 37.60 0.00 0,43 0.30 o
0 P.T.RFLATI “.00 28.03 37.00 0.00 0.21 0.27 '
0 TAX-RENUt” '.‘0 78.00 37.00 0.00 ".07 0.11 '
- SCH-COM-IN -.uo 78.00 37.00 0.00 0.64 0.51 .
- TAx-lNCPtA ~.no 0.03 37.00 0,00 0,00 0,41 .
o INT,0F-FAQ Pan,no 28.un 37.no 0.13 0.07 0,05 0
O t
0.0.0.000...Ito-.00ooogoto‘00000.00O.0.000.900.0090...OOCOOOOO.OOOIOIOOOOOOOOOOO

97

community is inadequate. Thirty percent of the parents and 43% of the
teachers say that the school does not supply the necessary information
(school-as-informant).

Forty-one percent of the parents are not willing to pay more taxes
for school purposes and one could conclude that this might be due to
the lack of communication and therefore the lack of understanding of
the school's needs.

It is obvious at this point that for the school's benefit it is
essential to improve the channels of communication.

The third report generated is aimed to provide specific information
about essential school services. Table 8 shows the findings concerned
with students', parents', and faculty attitudes toward these services.

It is evident from the table that such services as audio-visual
aids, physical education, and driver's training are considered as very
essential; 93% of the students, 89% of the parents, and 96% of the
faculty expressed positive attitudes.

On the other hand, Agriculture Program and Physical and Dental
Examination are rated very low, particularly the Agriculture Program,
which is considered as essential only by 21% of the faculty and 59% of
the students. 0f further interest is that Physical and Dental Examin-
ations are mentioned as essential only by 49% of the parents. From
this information we may form a very important Conclusion--parents and
students would rather use medical services of their own.

In short, considering this table in addition to the itemized
analysis of the general data, it might be well apparent which of the
variables should be improved and which variables the community is

satisfied with in general.

98

TABLE 8.--Attitudes About Essential Services.

m” ‘.—

0.0.0.00000tI00t00t900t9to...tattoo...0.0.0.0....tattonot.geofit50ototOtootgt000.

0 TABLE--2COMMUNITY EVALUATION .
o DATA----SERVICES ESSENTIAL FOR SCHOOL a
O ROHS----AUDIo-VIS. PHYSICAL-ED. Pitta-TRIP. MUSIC. ART. HOT-LUNCH. -
o PHY-DFN-EXA“, JfiB-EII, UIIIANCE. SPEECH-CORRECTIO. MENTAL-HEALTH. 0
0 REMED-READING. sPtCIAL-EU. ADULT-ED. AGRIC-PROG. SOC-ACTIVITIES. 0
* SUMMER-SCHOOL. nPIvFR-TPAINIhG .
0 COLUMNS-SECONDARY STUDENT. FACULTY. PARENT 0
.......-.......—OO ------------ «III-- ..... .---.--- DDDDDDD con--0--.oo-~oo¢--.oobo0-.
0 SECTION 1 or 1 SECTIOJ(S) PAGE 1 .
0..-"--------- ooooooooo u -------------- ---------r:rvO--.--o--------_O.O-:----v-OflfO
- PERCENTAGE .
0 ss iAruLTv PARENT SS FACULTY PIRENT .
O o
c AUDIO-V15 200.00 93.0. 37.00 0.90 1.00 0.97 .
0 PHYSICAL-E 288.00 28.01 57.00 0.90 1.00 0097 o
o FIELD-TRIP 288.00 x8.Pc 37.00 0.81 0.86 0.75 .
0 MUSIC 288.00 28.0. 37.00 0.58 1,00 0.8‘ .
o ART ?58,00 26.0. 57.00 0.69 1,00 0.84 o
- HOT-LUNCH 289.00 26.0. 67.00 0.86 0,82 0.76 o
. PHY-DEN-EX 230.00 20.0; 57.00 0.52 0.75 0.49 .
- JOB-ED 297.00 H8.0L 37.00 0.78 0.71 0.6? .
' GUIDANCE 288.00 78."? 57.00 0089 0.96 0095 o
0 SPEECH-COR 277.00 24.0. 55.00 0.78 0,79 0,8° o
o HENTAL-HEA 288.00 75.04 57.00 0.74 0,93 0.70 .
. REMED-READ 207.00 78.0. 57.00 0.80 0.59 0.95 .
o SPECIAL-ED 787,00 28.0; 67.00 0.83 0,75 0,73 .
o ADULT-ED 290.00 98.34 57.00 0.65 0,46 0,89 .
o AGRIc-Pnoc 288,00 /8.1t 57.00 0.59 0,21 0.30 .
. SOC'ACTIVI 288.00 28.0L 67.30 0.84 0,89 0056 o
0 SUMMER-SCH 289.00 28.0. 37.00 0.80 0.!2 0070 c
a DRIVER-TRA 288,00 >6.0. 37.00 0.93 0,96 0.86 a
O a
OOOOiOOQOotooooottaogano.o...0.0.0.0..concrete...toot...ot...io§oooaootooooocooo

99

Reports for Teachers
The teacher's reports, as described in the previous chapter, show

only those figures emphasizing negative attitudes. This information is

presented to a teacher in two ways:

(1) giving him the number of students with negative attitudes

in the same format the questions were asked, and
(2) in a table, which summarizes the total number of answers
and the percentage of negative answers.
The criteria to be used for this report is the suggested overall mean
(76.55%) which, as mentioned, was derived from the established Michigan

norms. As the criteria is given in percentage, the data shown in Table 9

will be appropriate, while the information presented in Figure 17 will
enable a teacher to consider the actual number of persons with negative
attitudes.

Figure 17 illustrates the first report in which, for example, 58

sstudents expressed dissatisfaction with their school and 89 students

feel their teacher does not know them. This information, along with

the following data indicating that 95 students felt there is low

irlterest of teachers in child, should be seriously considered by the

faculty.
On the other hand, it seems that the help given by teachers 15

seat:isfactory to a large extent, as only 33 students (11%) expressed

negative attitudes, even though 33% of students feel their teachers

are not interested in them.
Another implication is revealed in these reports--the considerably

hiS?‘1 idissatisfaction with the value of studies; 107 (37%) students feel

thé": their studies have little or very little practical value for them.

lOO

OBNAHI REPOIYI '0! YEACHEIS

esconninr LOH SATISFACTION HITM SCHOOL
STUDENT 0050505

.003307100 .
17' . SECONDARY STUDENY.AND. iSATIS'ACYlON WITH SCHOOL.
LlKl-ICHOOL.G!.3
50 ANSHERS FOUND.
O'CONHENT PARENT ANSWERS

osflglpTION
uvv c. ARENT.AVD. OSATISPACYION HITH SCHOOL. Line-SCHOOL.GE.3

3 ANSWERS FOUND.

OSCOHHENT FACULTY ANSWERS
outptloN

o
niVID. FACULTV.AND. lsATISFACTION NITH Schect. LIKE-SCHOOLoBE.3

2 ANSWERS FOUND.

osconnEN? STUDENT ANSWERS
t’OUEgTION
I VPE. Seconotav STJDENY.AND. ISAYISFACTION HITH SCHOOL.

YIICHIIIKNOHS CHILD.GE.8

.9 ANSHERS FOUND.
'ICOIN‘NY PARENT ANSWERS

osogaprlou
17v I. PAIINT.AND, ISATISPACTION 0:10 SCHOOL, Teacuenakuous cuxtn.ae.s

S Ausulns FOUND.
'IconnENT FACULTY ANSHERS

.aouipflon
dvvru. 'ACULTY.AND. lSATISFACTION HITH SCHOOL. TEACHER-KNOWS CHIL0.0E.3
S'ANSHEIS FOUND.

OSCOHHENT TEACHERS ulTH LOH INTEREST IN THEIR STUDENTS
STUDENT ANSHERS

osouesvlon
iTYPE. secouotnv STJDENY,AND. DSATISFACTION HITH SCHOOL.

'TIACHER INTEREST IN CHILD.GF.3

95 A~suens r0000,

F' GURE I7.--Reports for Teachers.

lOl

osCOHMENT TEACHFR! WITH LOW INTEREST IN THEIR STUDENTS
PARENT ANSWERS

osouesTION
ITYPE.PARENT,ANO,ISATISPACTION HITH SCHOOL.
Teacuen INTEREST IN CHILD.GE.3

9 ANSHERS FOUND.

iSGONNENT TEACHER! WITH LOW INTEREST IN THEIR STUDENTS
FACULTY ANSWERS

szUEOTION
ITYPE. PACULTV,AND. ISATISFACTION WITH SCHOOL.
TEACHER INTEREST IN CHILD.Oe.3

G ANSWERS POUND.

fiscONHENT LACK OF APPROPRIATE HELP GIVEN BY TEACHERS
STUDENT ANSWERS

.soussTION
ITYPE. SECONDARY STJDENT.AND. uSATlerCTlON WITH SCHOOL.
TEACHER-GIVES HELP.DE.3

33 ANSWERS FOUND.

O’CONNENT LACK OF APPROPRIATE HELP GIVEN BY TEACHERS
PARENT ANSWERS

080 E T ON
vTvge? AAReNT.AvD. [SATISFACTION HITH SCHOOL. TEACHER-GIVES HEL'.OE.J

3 ANSWERS FOUND.

OICONHENT LACK OF APPROPRIATE HELP GIVEN BY TEACHERS
FACULTY ANSWERS

osouspT ON .
ITYPE. ACULTY.AND. nsATlerCTloN WITH SCHOOL. TEACHER-GIVES HELP.aE.3

0 ANSWERS POUND.

OSCOHHENT NUMBER or FRESHHFN FEEL DISSATISFIED HITH SCHOOL
STUDENT ANSWERS

osouesTIoN

ITYPES SECONDARY 8TJDENT.AND. ISATISFACTION WITH SCHOOL.
VALUE 0' STUDIES.OE.3

107 ANSWERS FOUND.
.ICOHHENT PARENT ANSHERS

osounTION
flTvPa. PARENT.A\ID. ISATISPACTION WITH SCHOOL. VALUE or STUDIES.OE.3

5 ANSWERS FOUND,

F. GURE17 (cont'd.).

102

O’CONMENT rACULTv ANSWERS
..;DUEDTION
I YPE. TACULTV.AND. lSATISFACTIDN NITN SCHOOL. VALUE OF STUDIES.OE.3

12 ANSWERS FOUND.

O'CONNENT NUNBER OP PRPSHMEN WHO CONSIDER THEIR REQUIRED AMOUNT OP'HONE-
WORK IS TOO MUCH FOR THEIR CAPABILITY

OSOUESTION
ITVPE. SECONDARV STJDENT.AND. (SCHOOL-PROGRAM, AMOUNT OF NONE-WORK.EO,4

50 ANSWERS FOUND.
OSCGNNENT NUMBER OF FRESHHENS PARENTS WHO CONSIDER THE AMOUNT 0' HOME-

WORK IS TOO MUCH FOR THEIR CAPABILITY
OUT OF 37 PARENTS

OSOUESTION
ITYPE. PARENT.AND, lSCHOOL-PROGRAH, AROUNT OF HOME-WORK.EG.A

3 ANSWERS FOUND.
O'CONHENT NUMBER OF FRESHHENS TEACHERS WHO CONSIDER THE AMOUNT OF HONE-

WDRK IS TOO MUCH FOR THEIR CAPABILITY
OUT OF 28 TEACHERS

a O T 0N
ITYUE? JACULTY,AND, tSCHOOL-PROGRAH, AMOUNT OF HOME-NORK,EO.4

2 ANSWERS FOUND,

oSCOHnENT TOO MUCH WORK REQUESTED TD KEEP-UP
sTunENT ANSWERS

.souspTION
dTTPE. SECONDARY STJDENT.AND. ISCHOOL'PROORAH. PORK To KEEP-UP.EO.1

67 ANSHERS FOUND.

OSCONHENT TOO MUCH WORK RFOUESTED TO KEEP-UP
PARENT ANSWERS

.SDUEpTION
anPE. PARENT.AND. lSOHOOL-PROGRAH, WORK To KEEP-UP.EO,1

3 ANSRERS POUND.

*3CONNENT TOO HUGH HORK REQUESTED TO KEEP-UP
FACULTY ANSWERS

F'GURE17 (cont'd.).

lO3

osauspTION
dTvve. FACULTY.AND. iSCWOOL-PROGRAH, WORK To KEEP-UP.EO.1

2 ANSWERS FOUND.

OSCDNNENT LACK OF HELP GIVEN BY LIBRARIAN
STUDENT ANSWERS

OSOUESTION
ITYPE. STUDENT.AND. tSCHOOL-PROGRAM, HELP FROM LIBRARIAN,E0,4
S7 ANSWERS FOUND.

'SGONNENT LACK OF HELP GIVEN BY LIBRARIAN
PARFNT ANSWERS

TION
E PARENT.AND. dSCHOOL-PROGRAM, HELP PROM LIBRARIAN,EO,4
1 ANSWERS FOUND.

CSCONNENT LACK OF HELP GIVEN BY LIBRARIAN
FACULTY ANSWERS

OSOUESTION
ITYPE. FACULTY,AND. dSCHOOL-PROGRAM. HELP FROM LIDRARIAN.EO.4

0 ANSWERS FOUND.

.SCDNNENT LACK OF USEFULNESS OF THE SUBJECTS TAUGHT
STUDENT ANSWERS

csauspTlou .
ITYPE. SECONDARv STJDENT.AND. #SCHOOL-PROGRAM. USEFULNESS or SUBJECTS
OPEC:

48 ANSWERS FOUND.

'SCONNENT LACK OF USEFULNFSS OF THE SUBJECTS TAUGHT
PARENT ANSWERS

osouesllou
uvvve. PARENT.AND. ISCHOOL-PROGRAM, USEFULNESS or SUBJECTS,GE.3

3 ANSWERS FOUND.

OSCONNENT LACK OF USEFULNESS OF THE SUBJECTS TAUGHT
FACULTY ANSWERS

FIGURE 17 (cont'd.).

104

oCDUESTION
ITYPE. FACULTY.AND. :scuonL.PnOORAH, UbFIULNESS or SUBJECTS.CF.T

7 ANSWERS FOUND.

OSCDNNENT INFORMATION ABOUT CDHNUNITY RFLATIONS
PARFNT ANSWERS

oSOUESTION
ITYPE. PARENT.AND. ICOHHUNITY RELATIONS,
FACULTY STATUS IN COMPUNITY.GE.3

T ANSWERS POUND.
OSCONNENT FACULTY ANSWERS

OSOUESTION
ITY'E- FACULTYoANO. KCOHHUNITY PeL‘TIONs,
FACULTY STATUS IN CSHNUNITY.GE,3
15 ANSWERS FOUND.
OSCONHENT PARENT ANSWFRS

oSOUEsTION
ITYPE. PAPENT.ANO. ICDMNUNITY RELATIONS, DARgNT.TeACHgR RELATIOV5.3;.3

10 ANSHERS FOUND.
OSCOMNENT FACULTY ANSWERS

OSOUESTION
ITY'E. FACULTY.AND. :CONRUNITY pELAYIONS. PARFNTvTEAcuE" RELATIONS.1E.3

O ANSHERS FOUND.
oSCOHHENT PARFNT ANSWERS

.SOOESTION
tTTPe. PARENT.AND. lCDHHUNITY RELATI0N$.CONFERENCES.GF.‘

7 ANSWERS FOUND.
oSCOHRENT FACULTY ANSWERS

OSGUESTION
‘TY’E. FACULTY.AND. (COMMUNITY pELATIONS.C0“FERENCES,GE.5

10 ANSWERS FOUND.
.ICONRENT sTunENT ANSWERS
.SDUESTION
‘TY'E. SECONDARY STJDENT.AND.ICDM~UNITY RELATIONS.
INTEREST OF PARENT IN SCHOOL.GE,3

36 ANSWERS FOUND.

oSCORNENT PARFNT ANSNFRS
OSDUESTION
I Y'E. PARENT.AN0. ccORuUNITv RPLATIONS,

INTEREST or PARENT IN SCHOOL.GE.3
2 ANSWERS POUND.
OSCONHENT FACULTY ANSWERS
osoussllou
tTvPE. rACULTv.AN0. ICOMHUNTYT pELATIONS.
INTEREST or PARENT lN SCHOOL.GE.3
2 ANSWERS POUND.
III/Ill!!! END DESCRIPTION FILE SEARCH.

FIGURE 17 (cont'd.).

105

TABLE 9.--Information for Teachers.

 

 

OttfitttiitittttOUOQOtOOOtO'.I....it!tit.tttfitbtttttt.itit'tfiifittttIcfitfttttiittt
TABLE--~PERCEVTAGE OF NEGATIVE RESPONSE
DATA---*NUHBEI OF TOTAL ANSHERS

.QOQQOOODOOOOOOO

.00....OOOQOOO.QOOQOtfifitfitt.t...t0.000......00tit.............t...0.0.0....0000

ROHS----LIKE-SCH.. T.KNOHS-CHILD. T.INT.IN-CHILD. HELP-GIVEN-vaTE.
VALUE-OF-STUDIES. HOME-HORK. KEEP-UP. LIB.HELP.
FAC.STATU9-IN-CO. P.T.RELAT!o~s. CONF.EFF.

COLUMNS'SECONDARY STUDENT} FACULTY. PARENT

1 SECTION(S)

.---..-...0......g...--..--..cocoon-.-----...--cu...9..-OCOOOCQQQOOCDUOOOOOOOQOQ

SECTION

LIKE-SCH,
T.KNOHS-CH
T.INT.lN-C
HELP-GIVEN
VALUE'OF'S
HOME-HORK
KEEP-UP
LIB.HELP
USEFULNESS
PAC.5TATUS
P.T.RELATI
CONF.EFP
INT.OF-PAR

$3

290.00
290,00
290.00
290.00
290.00
260.00
285.00
283.00
289.00

6.00

0.00

0.00
280.00

FACULTY

28.00
28.00
28.00
28.00
28.00
28.00
28.00
28.00
?8.00
23.00
28.00
28.00
28.00

PARENT

37,00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00
37.00

USE'ULNESSuOF~SUo
INT,OF-PARENTS-l
PAGE
PERCENTAGE
ss PACULTT PARENT
0020 ago, 0008
0.31 0.04 0.14
0.33 0.00 0.2‘
0.11 0.00 0.03
0.37 .00‘3 0014
0.17 0.07 0.00
0.2. 0.2. 0030
0051 0.21 0“;
0.17 0.2, 000.
0.00 0.54' 0.22
0.00 0.21- 0.17
0.00 0.36 0.22
0.13 0.07. 0.0.

00....

O
O
O
t
O
0
O
O
O
O
O
O
O
0
O
O
t

106

It is interesting to compare this figure to the teacher's answers, the
number of which is proportionately higher--12 out of 27, which means h3%.
Some changes should take place in the library due to the results which
indicate that 51% of the students and h3% of the parents feel that there
is inadequate help given by the librarian.

Other interesting figures are those related to: usefulness of
subjects, faculty status, parent-teacher relations, and effectiveness
of the parent-teacher conferences--particularly those answers as expressed
by teachers themselves.

At this point, it seems appropriate to suggest that such a report
should be handed to each teacher individually, and then a faculty meeting

should be held to discuss the implications of these reports.

Reports for Counselors

 

The preceding chapter discussed how the counselor's reports were
generated, and it was stressed that for this sort of report it is
essential to have students' names on the questionnaires administered.

As What Do You Think About Your School is an anonymous questionnaire,

 

the particular data is missing in Figure 18, and for this reason the
report should be considered only as an example for a counselor's report.
The figure illustrates a report generated from the responses of the most
negative students--10 out of the 290 freshmen questioned.

In Figure 18, the type--secondary student--is indicated by the
relevance number 1000. The rating the student could give the variables
listed in this example to indicate a negative response was 3; a A rating
\mould express a very negative attitude. The last digit of the relevance

number indicates how many of the nine variables the student responded to

l07

.fififitflfifififitflttfifttfitttfittrttttftfitit‘fifii'

..OUESTION.9OOUESTlOVttiQUFSTInNt

ottttQOQOooootttOtoaorvwowtwtoatictotwtt

.SOUESTION

ITYPE.5EC0NDARY STUDENT=1000.
ASATISPACTIDN HlTH SCHOOL.
LIKE-SCHOOL,GE,3,
SATISFACTION.GE.3.
TEACHER-Knows CHILD.GE~3.
TEACHER INTEREST IN CH1L0.DC.3,
TEACHER-leEs HELP.:E.5,
ONE'OF-THE 09009.ne.3.
tscuooL-PRUDRAM.

AMOUNT OF HnnE-.opK,eE,x,
PART'IN EXTRA'CJR AZTIVITIES.CE.$.
ICOMHUNITY GELATIONS.

INTEREST OF PARENTS Iv SUHODL,UE,3
ABSTRACT 41 HELFVANPh = 1009,00

flSCHOOL-DISTRICT EAST LANsIMG
ATYPE SECONDA9Y STUDENT

PBEx MALE

AGRADE FRESHMAN

ABSTRACT 124 HELFVAHCE = 1005.00
ISCHOOL-DISTRICT EAST LANsING
ATYPE SECONDARY STUDENT
tSEx FEMALE
AGRAUE FRESHMAN

ABSTRACT 127 NELFVAJFE = 1005.00
ISCHOOL-DISTRICT EAST LANSING

flTYPE SECONDADY STUDENT
155x FEMALE
tGRADE FRESHMAN

FIGURE 18.--|nformation for Counselors.

108

ABSTRACT 187

ISCHOOL-DISTRICT EAST LANSING
lTYPE SECONDARY STUDENT

issx FEMALE

IGRADE FRESHNAN

ABSTRACT 190

ISCHDOL-DISTRICT EAST LANsING
ATYPE SECONDARY STUDENT

186x FEMALE

IGRADE FRESHMAN

AUSTRACT 4

ISCHOOL'DISTRICT EAST LANSING
ITYPE SECONDARY STUDENT

ISEX HALE

usRADE FRESHMAN

ABSTRACT 43

CSCHOOL-DISTRICT EAST LANSING
ATYPE SECONDARY STUDENT

ISEX HALE

ISRADE FRESHHAN

ABSTRACT 110

ISCHOOL'DISTRICT EAST LANSING
iTYPE SECONDARY STUDENT

ASEX FEMALE

IGRADE FRESHMAN

ABSTRACT 128

ISCNOOL'DISTRICT EAST LAchNO
tTTPE SECONDARY STUDENT

tsEx FEMALE

IORADE FRESHNAN

ABSTRACT 105
#SCHOOL-DISTRICT EAST LANQING
ITYPE SECONDARY STUDENT

185x FEHALE
AORADE FRESHHAN

FIGURE l8 (cont'd.).

RELEVANCE

HELFVANCE

RELEVANCE

RELEVANCE

RELEVANCE

RELEVANCE

hELFVANCE

1008.00

1008.00

1007.00

1007.00

1007.00

1007.0"

l09

negatively. No negative answers whatever would yield a relevance of 1000;
negative responses to all nine variables would yield a relevance number
of 1009.

The figure shows that one student had expressed negative and very
negative attitudes on nine out of nine variables, and four students were
negative on eight items. If this report included students' names, it is
obvious that these students would be a given a counselor's attention,
but with the names missing, this information cannot be used. Yet, one
basic implication may be drawn from this data; there are very few
students with extremely negative attitudes about these variables.

As this process of generating reports is a very flexible one, any
additional variables a counselor might consider as essential or more
predictive for counseling purposes can be added to the original

questionnaire.

Summary

The reports generated from the data collected at the local high
school attempted primarily to present the capability of the technique
to suit the needs of a large school from the technical standpoint.
Second, as the reports shown were generated from a concrete population,
it enables one to analyze the findings, compare then with the national
nomnB, and draw the necessary conclusions. Third, the reports illustrated
in this chapter as being representative of the aforementioned school,
Twill enable us to evaluate the contribution these reports offer to local
high school personnel. The findings of this evaluation will be analyzed

and shown in the following chapter.

CHAPTER V

EVALUATION OF THE MODEL

In this chapter, an attempt was made to evaluate the generated
reports by means of a statistical test.

In addition to the statistical evaluation, a cost analysis is
presented in order to provide a potential user with information about
the basic cost for implementation of the technique.

The main objectives of the technique developed in this study were
to provide a new channel of communication within a community and to test
and evaluate the availability of objective information within a school
district. The statistical test used had to satisfy two main conditions
before being selected. First, the test had to be able to compare the
availability of information prior to the developed model, and after
supplying the new, developed reports. Second, only a small number of
subjects were to be involved.

In light of these limitations, the Walsh Test was applied to

evaluate the differences obtained in both tests.1

 

'Sidney Siegel, Non-Parameter Statistics for the Behavioral
Science (New York: McGraw-Hill Book Company, Inc., 1956), pp. B3-9A.

llO

lll

Source of Data

 

A high school was assigned by the superintendent of the local
district to be evaluated by the means of the discussed model in this
study.

The school itself selected all of their freshman students, one
hundred of their parents, and fifty-four teachers to participate in
this study. The final responses gathered from this population for the
generated report included 290 students, 37 parents, and 28 teachers.

In addition, a small group of school personnel were asked to
participate in evaluating the study. These included the superintendent,
the secondary school principal, an assistant principal, a counselor,
and five teachers. These subjects were presented a questionnaire at
the beginning of the study and once again a few months later, after
first providing them with the new, generated reports.

The number of school personnel was limited, due to the agreement
with the local superintendent that the study would not be released to
the public before being considered by the administrators. This made
it impossible for the author to use a larger sample to evaluate the

model.

Questionnaire

For evaluation purposes, the author prepared a questionnaire
tlsing the guidelines suggested by C. H. Blackstrom and G. P. Hurshz,

(navering those areas which were considered necessary to obtain data

 

2Charles H. Blackstrom and Gerald P. Hursh, Survey_Research
Uflwicago: Northwestern University Press, I963), Chapter III.

ll2

relevant to the objectives of the study. The questionnaire was revised
by a research consultant of the College of Education at Michigan State
University. It should be stressed that the questionnaire was intended
to gather only data related to the availability of information within
the school system. Specifically, the questionnaire deals with five
main groups of questions testing the availability of information about
students, faculty, cost of technological devices, and the community in

general (Appendix C).

Treatment of Data

The instruments were administrated twice to the same population,
according to identification numbers. Each person was given the same
number on the first test and on the second one, in order to enable the
researcher to compare both tests by persons. The instruments were then
sorted by individuals and the data computed according to the following
classifications: Variable one (VI) deals with information about the
community and includes questions I, 2, I9, 20, and 22. Variable two
(V2) deals with information about teachers and includes questions 2, 6,
9, l3, l6, 26, and 29. Variable three (V3) concerning information
about parents includes questions 5, 7, l0, lh, IS, 27, and 30. Variable
four (Vh) involves information about students and includes questions A,
8, ll, l2, I7, 25, and 28. Variable five (V5) deals with the cost of
technological devices and includes questions 23 and 2h. The total score

and the means are shown in Table l0.

113

TABLE l0.--Total Scores of Items Listed Under Each Variable.

 

 

 

 

 

 

 

 

SUBJECTS v1 v2 V3 V4 v5 TOTAL
(Community) (Teachers) (Parents) (Students) (Cost)
Pl 8 11 12 12 5 #8
P2 10 18 18 I6 3 65
P3 8 16 16 13 3 56
PA 11 19 20 13 h 62
P5 7 IA l6 IA k 55
P6 8 13 19 18 61
P7 11 17 17 12 5 62
Pa 12 18 1t. 11. u 62
99 9 l8 l7 l7 5 66
TOTAL 8A 139 169 128 36 536
_——3? 9.3 15.hh 16.55 19.22 A 59.55
PI 7 12 10 11 5 97
P2 l0 l6 l7 l7 3 63
P3 9 IA 15 13 3 sh
P“ 7 IA l8 ll 3 53
P5 6 ll l7 l3 5 52
P6 9 15 20 19 h 67
P7 9 12 lb 10 #8
98 10 1h 13 12 h 53
P9 7 I“ l5 l5 9 55
‘TDTAL 7h 122 139 123 3A #92
'~_1:FT 8.22 l3.hh l5.hh l3.66 3.77 Sh.66

 

 

 

 

 

 

 

 

llh

Statistical Method

The data gathered are clearly of a nominal nature (favorable -
unfavorable). These data lend themselves best to the application of
non-parametric procedures for a test of significance. The identical
population selected for the pre- and post-test ensures that the mean is
an accurate representation of central tendency and is equal to the
median--assumptions required for the application of the Walsh Test.
This statistical test enables one to measure differences obtained within
small groups without losing power-efficiency. All the hypotheses are
stated in the null form for each statistical test. Since the direction
of the differences was predicted in advance, a one-tailed region of
rejection will be used. The HD will be rejected at¢£ = .05 level of
significance for N = 9.
Results of the Statistical
Treatments

In order to determine if the reports generated in this study have
provided a user with objective information which was not yet available,
the results of two tests were compared and the following results were
obtained. The general hypothesis is that:

H : There is not significant difference between the pre-
and post-conception of availability of information.

Table ll presents scores obtained on the pre- and post-test as well
as the difference (d) obtained between the two. The last column is
devoted to making an arrangement in order of size, with the sign of each
”d“ taken into consideration in this arrangement.. This information is
essential to the Walsh Test. The lower score in the post-test indicates
‘3 more positive response. Conversely, a higher score indicates a less

Positive response.

ll5

TABLE ll.--Total Scores of the Tested Variables (V + V + V + Vb + VS)'

 

 

 

l 2 3
SUBJECTS SCORES BEFORE SCORES AFTER d RANK OF d
Pl A8 47 l 2
P2 65 63 2 h
P3 56 bk 2 3
Pk 62 53 9 6
P5 55 52 3 5
P6 6l 67 -6 l
P7 62 48 IA 8
P8 62 53 9 7
P9 66 55 ll 9

 

 

 

 

 

According to the information shown in Table ll, the null hypothesis
is rejected ato‘ = .05 level. This value is derived from Walsh's Table
of Critical Values for N = 9. According to Walsh, the null hypothesis
for one-tailed tests should be rejected if the smaller of two values is
larger than zero. That is, the smaller are of rank difference, A or
l/2(dl + d6) is greater than zero. Our data shows that dh - 2, and
l/2(dI + d6) = l/2(-6 + 3) = 1.5. Thus, the H0 is rejected in favor of
Hl’ which can be interpreted as approval of significant difference between

3

the two tests in conception of availability of information.

 

2Taken from Siegel, op. cit., p. 83.

II6

The second hypothesis deals with a specific variable and is stated:

H : There is no significant difference between the pre- and

O post-conception of availability of information about the
school community in general, before and after consider-
ation of the generated reports.

TABLE l2.--Scores on Variable I.

 

 

 

SUBJECTS SCORES BEFORE SCORES AFTER d RANK OF d
PI 8 7 I 4
P2 IO IO 0 3
P3 8 9 'I l
PA I] 7 A 8
p5 7 6 l 5
P6 8 9 -l 2
P7 ll 9 2 6
P8 l2 IO 2 7
P9 9 7 2 8

 

 

 

 

 

Table I2 presents the scores collected on variable one according to
which the H0 is rejected on the level ofa‘ = .05. The test shows that
d“ = I, while the value of I/2(dl + d6) = l/2(-l + 2) = I/2. It is
apparent that even the smaller value is larger than zero, and we accept
the statement that there is a significant difference between the pre-
and post-conception of availability of information about the school
community in general.

The third hypothesis deals with information about teachers and is

as follows:

II7

H : There is no significant difference between the concept of
availability of information about teachers before and
after consideration of the developed reports.

Table l3 shows the scores obtained on the second variable. From the
following data, the decision of rejecting the null hypothesis was derived:
dh = 2, I/2(dl + d6) = l/2(-2 + 3) = l/2. The smaller value of the above
mentioned is greater than zero, and the H0 is rejected at4( = .05 level

for N = 9. Thus, it is understood that there is a significant difference

between concept of availability of information about teachers.

TABLE l3.--Scores on Variable ll.

 

 

 

SUBJECTS SCORES BEFORE SCORES AFTER d RANEFOF-8———_—-
Pl II 12 -l ;:_—_.--—.
P2 I8 16 2 9
p3 16 IA 2 5
PR IA IR 0 3
PS I“ ll 3 6
P6 l3 l5 -2 l
P7 l7 l2 5 9
p8 18 111 L1 7
P9 l8 IA 9 8

 

 

 

 

 

The fourth hypothesis deals with information concerning the parent
population.
H : There is no significant difference between the concept

of availability of information about parents before
and after consideration of the developed reports.

ll8

The data presented in Table I“ shows that d“ = h, and the value

for l/2(dl + d6) is l/2.

TABLE Ih-"Scores on Variable III.

 

 

 

 

 

 

SUBJECTS SCORES BEFORE SCORES AFTER d “RANR OF d-
Pl l2 IO -“'”’ 2 Th. 7 _
P2 l8 I7 I 2
P3 l6 IS I 3
PA 20 I8 2 6
P5 l6 l7 +I A
P6 I9 20 -l 4
P7 l7 l4 3 9
P8 IA I3 I 5
P9 l7 l5 2 8

 

 

 

 

 

Thus, it is possible to reject the HC on theld = .05 level. Yet, it
may be concluded that there is a significant difference between the con-
cept of availability of information about parents before and after the
consideration of the generated reports.

The fifth hypothesis is concerned with information about students
and is stated as follows:

H : There is no significant difference between the conception

of availability of information about students before and
after consideration of the developed reports.

II9

TABLE l5.--Scores on Variable IV.

 

 

 

SUBJECTS SCORES BEFORE SCORES AFTER d RANK OF d
PI l2 I3 -I l
P2 I6 I7 -I 2
P3 lA I3 ll 5
PA I3 II 2 6
P5 IA I3 I A
P6 l8 I9 -I 3
P7 I2 IO 2 7
P8 IA I2 2 8
pg 17 IS 2 9

 

 

 

 

 

Analyzing the differences presented in Table 15, we can decide to
reject the null hypothesis. The score for the Walsh Test is: dA = I,
l/2(d‘ + d6) = l/2. It is apparent that the smaller value is greater
than zero and the HC on the II: .05 level is rejected. We may conclude
that the report did affect the conception of availability of information
about the student p0pulation.

The sixth hypothesis relates to the cost of technological devices.
The null hypothesis is put this way:

Ho: There is no significant difference between the
conception of the cost of technological devices
before and after consideration of the cost

analysis report about the reports deveIOped
by computers.

I20

TABLE I6.--Scores on Variable V.

 

 

 

SUBJECTS SCORES BEFORE SCORES AFTER d RANK OF d
p] 5 5 o 6
P2 3 3 o 5
P3 3 3 o a
PA A 3 I 7
95 A 5 -1 I
P6 3 A -I 2
P7 5 3 2 9
98 11 a 0 3
P9 5 A I 8

 

 

 

 

 

The results obtained on the Walsh Test from the data presented in
Table I6 indicate that the H0 is accepted. The value of d“ is O, and
I/2(dI + d6) is -I/2; as the smaller value does not exceed zero, the
hypothesis cannot be rejected at d= .05 level. Mainly, there was no
significant difference in conception of the cost of technological
devices before and after considering the analyzed reports.

Implications of the
Statistical Treatment

 

 

The results of the statistical treatments clearly indicate that the
technique presented in this study is evaluated positively. All analyses
but one showed statistically significant changes in conception about the
information available to people before and after considering the new

information.

IZI

One of the basic assumptions of this evaluation was that the instru-
ment developed for this purpose can measure the availability of information
about students, parents, and faculty within a school district. Essentially,
what the evaluation attempted to show is that the new information presented
to different parts of the school personnel is useful for their educational
decision-making. To what extent this information will be practically used
cannot be concluded at the present time; however, the positive evaluation
of the reports generated in this study, by different parts of the school
personnel, seems to prove that the developed technique does indeed provide
essential information not yet available to school personnel.

In terms of specific tests, there was evidence of the importance of
the information supplied, including the overall summary of data collected.
An overall comparison of the pre-test with the post-test results have
shown that the total scores on the post-test were significantly lower,
which makes it obvious to conclude that the new information was evaluated
positively.

While discussing the additional five specific hypotheses, it was
found that four of them dealing with information about the community in
general, teachers, parents, and students significantly proved the
importance of the reports which were developed. The variable dealing
with information about community in general attempted to evaluate to
what extent do school professionals believe they know their community
attitudes. By presenting to them new objective information they will
consider this information as a desired improvement of their information.

The evaluation results concerned with students', parents', and
faculty attitudes have shown that the reports generated in this study

do provide a user with information which was not available but is

requested to improve their educational work.

|22

We failed to reject the hypothesis dealing with cost of technological
devices. The evaluation group did not express any significant change in
their conception about the cost factor, even though each member of the
group did consider an analyzed cost report of the technique presented in
this study. Thus, it seems appropriate to conclude that the costs of
this technique, as well as of other new technological devices which are
essential and useful, are still too high and create the main obstacle

in implementation of new technological devices in the school systems.

Cost Analysis

 

Implementation of any new technique depends primarily upon its cost.
Applicability of a system is often considered and accepted as a result
of low cost. It is hoped that the relatively low cost of this suggested
technique will encourage schools to implement this way of developing
reports for school personnel.

Due to the nature of this study, which was limited to one computer
laboratory and to the changing cost of computer facilities, it is obvious
that we must consider the proceeding cost profile as an estimate. The
current price list for computer facilities at Michigan State University
was used as a basis for this cost analysis.

Cost Profile for
Data Bank

 

Figure l9 presents a cost analysis for generation of a computer
data bank.

The information is calculated in terms of time and cost per person,
which makes it easy to evaluate the total cost of the school population.

The cost profile is divided into three main components: keypunch,

computer time, and personnel.

I23

 

 

 

 

 

 

 

TIME PER COST PER
QUESTIONNAIRE QUESTIONNAIRE
I. KEYPUNCH
a. Of the collected
data A minutes $ .2A
b. 60 cards -- .06
2. COMPUTER TIME
a. For generating
the file ll seconds .68
b. Printout paper -- .02
3. PERSONNEL 5 minutes .75
a. Typing
b. Editing
c. Supervising
TOTAL $ l.75

FIGURE l9.--Cost Analysis for Data Bank Generation Per Questionnaire.

The keypunch factor includes the cost for punching a questionnaire,
which is 2A¢, while the cost of 60 IBM cards is 6c. Computer time for
one questionnaire is 68¢; in addition, 2c is spent on printout paper.
Cost concerning personnel services is that which is required for
activities such as: typing, editing, and supervising. These operations
are usually carried out by two or more people--secretaries and data
processors.

As shown in Figure l9, the total cost per questionnaire is $I.75;
but this figure might be slightly changed within different school

systems.

l2A

Cost Profile for
Report Generation

 

 

Figure 20 presents a cost analysis for a report generation. It
should be pointed out that by a report generation is meant a retrieval
operation which includes an overall search on a data bank, which included
A00 stored questionnaires. More specifically stated, a report to be
generated requires punching a deck of cards which should include the
queries or tables desired, computer time while searching, and supervisory
time.

The keypunch operation for an overall deck of cards costs $I.75, but
this cost may be reduced if the same deck will be used several times. On
the other hand, it is apparent that the computer time is the most expen-
sive item; it sums up to $l3.25 per report. While the cost of the key-
punched operation for a report generation is the same regardless of the
number of questionnaires stored on a data bank, the computer time will
change accordingly to the amount of information stored. Thus, the cost
shown in Figure 20 for A00 questionnaires will be doubled for 800
questionnaires and will sum up to $26.A8.

The factor of personnel cost is considerably low--it does not exceed
|5¢.

A total cost which would include a complete generation of a data

bank and four essential reports will be expressed in terms of money as

follows:
AOO x l.75 = $700.00
A x I5.l6 = 66.A0
TOTAL = $766.AO

I25

 

_—-—-c— ---—

 

 

 

 

 

 

 

TIME PER ONE COST PER ONE
REPORT GENERATION REPORT GENERATION
l. KEYPUNCH
a. Per overall
question lO minutes $ l.75
b. Cards -- .0l
2. COMPUTER TIME
a. For generating
the file 3 minutes I3.2A
b. Printout paper -- .0l
3. PERSONNEL l minute .IS
a. Typing
b. Editing
c. Supervising
TOTAL $ 15.16

 

FIGURE 20.--Cost Analysis for Report Generation From an Existing File
of A00 Questionnaires.

Information above is based upon the following conditions:
I. A00 questionnaires;
2. Keypunchers at $3.50 per hour;
3. Computer time (MSU--CDC 3600) at $2A5 per hour;
A. Cards at $l.l0 per IOO; and

5. Printed output (paper) at 5.005 per page.

Summary

This chapter dealt with the evaluation of the technique developed

in this study.

I26

The statistical evaluation proved that the reports presented to the
different types of school personnel were of considerable significance.

The Walsh Test was applied to evaluate statistically the significance
of these reports as sources of information. It was found that these
reports provide essential information about curriculum and community
attitudes about the school.

On the other hand, it seems that the cost is still considered the
main obstacle in implementation of this technique. To enable any poten-
tial user to make his own judgment, complete cost analysis of the

suggested technique was shown in the last sections of this chapter.

CHAPTER Vl

SUMMARY, CONCLUSIONS,
AND RECOMMENDATIONS

Summary

Purpose of
the Studyi

 

 

The purpose of this is to present a computer-assisted technique
which will enable administrators, curriculum designers, teachers, and
counselors to gather information such as: students', teachers', and
parents' interests, attitudes, and evaluations concerning school

curriculum.

Sample Selection

 

A small sample of community members were selected representing
students, parents, and teachers in order to develop the computer-assisted
technique. The sample was selected from a local school district a short
distance from the Michigan State University campus. Data collected from
this population were used only as a pilot study for the development of a
suggested computer-assisted technique. An additional sample of 355
persons was used to test the developed technique and to prove its appli-
cability for a school district. Nine subjects were assigned by the
local school superintendent to express their opinions about the availa-

bility of information.

l27

I28

Instrumentation and
Data Collection

 

Data for this study came from two sources: (I) the first sample of
I2 students, 6 parents, and 6 teachers was collected by chance, from
personal contacts, and (2) the second sample included all the freshmen
(290) at a local high school, 37 of their parents, and 26 teachers.

The evaluation group was selected from the same school and included
a superintendent, administrator, assistant administrator, counselor, and
five teachers.

The measurement of attitudes was obtained through responses of

freshmen, parents, and teachers to the instrument What Do You Think

 

About Your School. This instrument is based on the assumption that

 

attitudes of the school community can be measured with precision.
Michigan norms have been established which make it possible to compare
local data with these state norms. An additional questionnaire was used
for evaluation purposes. This questionnaire was deveIOped particularly
for this study, and was used to measure the availability of information
before and after the new reports were presented. The Basic Information
Retrieval System (BIRS) on the Control Data Corporation (CDC) 3600
computer at Michigan State University was used in order to develop the
desired model.

Limitation and Delimitation
of the Study

 

The validity of this study is affected by the following factors:
I. The nature and validity of the major source of data, which
includes responses to What Do You Think About Your School by members

of the school community.

I29

2. The nature of the computer technique designed to provide reliable
information.

3. The study is limited to one district and the data collected
from this school community tends only to demonstrate the applicability
of the described technique. This study is in no way an experimental
study. It is, in essence, a conceptual statement of the applications
of computers to curriculum planning.

A. The study assumes the individual will respond to the questionnaire
with his true perception of the school community situation.

Method of the Study
and Analysis

 

 

This study is basically divided into two major parts--development
of the technique, and its evaluation. The data collected from the small
sample have been used to develop the reports, while the large sample
attempted to present the applicability of the programs to serve a whole
school district.

All the data collected by help of the questionnaires were punched on
cards and stored in a data bank from which the reports were retrieved.
For this purpose, the Basic Information Retrieval System (BIRS) programs
were used with an additional Fortran program (in order to provide the
user with information expressed in percentages and enable him to compare
local data with the established Michigan norms).

The evaluation of these reports was carried out by using a statis-
tical test for non-parametric data, since the sample for this purpose
was quite small, and the responses were reported in favorable - non-
favorable scale. The Walsh Test was used to test the significance of

differences before and after presenting the school personnel the final

I30

reports. The statistical procedures were set in such a way that first,

an overall significance of differences was tested and then five additional
hypotheses were tested. These additional hypotheses dealt with (l) the
availability of general information about the community, (2) students,

(3) parents, (A) teachers, and (5) the general cost for such a developed

model.

Major Findinis

 

The major findings of this study are listed below.

A. The reports generated in this study proved to be successful in
providing an additional facet of information about different components
of a school community, such as parents, faculty, and students.

B. The new information, which is of significant importance for
the educational decision-making process, is presented in a concise and
easy-to-read format.

C. All the reports are generated from a data bank which includes
all the information collected by help of the questionnaires. This
data bank is created by using the Basic Information Retrieval System
(BIRS).

D. The evaluation of these reports was found to be positive, and
the statistical tests have proved that all the developed reports
new information which was not yet available.

E. As far as the cost of this technique is concerned, the evalu-
ation team was not convinced that the cost of the new technique will
make this technological device applicable to their school system.

They still believe that the high cost is the main obstacle in imple-

nentation of new projects within a school district.

l3l

Conclusions

 

Several conclusions might be derived from this study reflecting the
basic design, as well as some additional conclusions that might be
inferred from the general findings. Essentially, this study provides
several conclusions regarding the need for reliable and objective
information within a school community. It also provides conclusions
regarding acceptance and usefulness of the reports shown in this research.
The conclusions derived are:

I. There is a substantial need for new channels of communication
between and among the board of education, administrators, school
personnel, and students. The existing channels of communication may be
improved by implementation of the technique presented in this study.

By utilizing computers, we can provide a fluent process which enables
one to have permanent feedback.

2. The questionnaire What Do You Think About Your School includes

 

most of the information required for an objective curriculum audit. As
the reliability of this questionnaire was evaluated and state norms
established, this instrument seems to satisfy the essential needs of
most of the school personnel. Yet, it seems that within different
districts, there might be some administrator willing to consider some
additional items to be included on the same questionnaire.

3. The questionnaire What Do You Think About Your School is a

 

very comprehensive one and includes information about different aspects
of school curriculum, such as (I) the educational programs, (2) the
educational services, (3) the value for education held by the youth of
the community, their faculty, their parents, and adults in the community
who do not have children enrolled in the public schools, and (A) the

organization of the school system.

I32

For this reason, the author was able to derive a variety of reports,
including merely partial information which deals only with those aspects
of school curriculum essential for a specific group of educationists.

A. The technological methods used in this study incorporate features
which make these programs convenient and useful for implementation. The
Basic Information Retrieval System (BIRS) programs, implemented on a large
number of machines makes this suggested technique very portable and
reliable.

5. The described technique, using the Basic Information Retrieval
System (BIRS) programs, provides the user with flexibility, enabling him
to change the existing reports, e.g., to update the reports and generate
his own by adding to and/or replacing the information stored in the
data bank.

6. The cost of the technique developed in this study is considered
to be the main limitation in the use of the system for a large population,
as expressed by the evaluation team. This evaluation was made in spite
of the relatively low cost of this technique compared to other computer

techniques.

Recommendations

 

Further investigations are needed to improve the reports developed
in this study and to evaluate the effectiveness of such a channel of
communication within a school community.

I. It is recommended that school districts with a large number of
students adopt this technique in order to gather essential information
from students, parents, patrons, and faculty. The findings of the

evaluation team in this study indicate that the reports developed

I33

provide the school personnel with useful and essential information about
their school. It is suggested thus that the new information should be
used by all authorities in their decision-making process.

2. It is recommended that a further evaluation of the technique be
undertaken for improvement of the essential reports. The results of the
evaluation should be able to indicate to what extent the new information
is used by different groups of school professionals.

For this purpose, a large sample of administrators and other school
personnel is required.

3. It is recommended that reports generated for the use of a board
of education should always include information about the following four
components: students, parents, patrons, and faculty. Only a complete
curriculum audit by all the community members or a representative sample,
will enable the board of education to accept the gathered information as
reliable and vital for their decision-making process.

A. It is recommended that administrators and teachers be given
reports twice a year concerning their students' and parents' attitudes.
By utilizing this recommendation, the school personnel will have permanent
feedback and will be able to adjust their teaching to students' needs.

5. It is recommended that the school counselors be given their
reports at the beginning of every school year to enable them to use the
information to identify and consult those students who might be potential
dropouts.

6. It is recommended that the Michigan norms be used as criteria
for comparison of the reports generated for the board of education, while

the overall mean derived from the state norms is recommended to be used

I3A
for the other reports, such as reports for administrators and reports
for teachers.

7. It is recommended that further study be undertaken for the
improvement of the reports developed. The technical capability of the
model and the Basic Information Retrieval System (BIRS) programs should
be utilized for generating information concerned with some school admini-
strative aspects and provide the administrator with such data. For this

purpose, new questions can be added to the What Do You Think_About You:

 

School questionnaire, or a new questionnaire can be developed.

8. It is recommended that the questionnaire What Do You Think About

 

Your School should include some questions concerning attitudes about sex

 

education and usage of drugs as this information seems to be essential
for a present day curriculum audit.
9. It is recommended that the possible responses to items Amount
of Work to Keep Up, Amount of Homework, Money Needed for School, and
School Overcrowded be revised to include two favorable responses instead
of the present one to be consistent with the rest of the items. It is
recommended, as well, to reorder the sequence of the questions to keep
them consistent with the final table. The present possible responses
limit the choice of the respondents and increase computation difficulties.
I0. It is recommended that further study be done testing the
applicability of the new Basic Information Retrieval System (BIRS)
programs, which will include, in the near future, a variety of statistical
tests enabling a user to generate reports from a data bank and evaluate
this information by these statistical programs. These programs will
reduce the need of using the Fortran program for the percentages used in

this study and will enable one to generate the final reports in a more

efficient and easy way.

BIBLIOGRAPHY

BIBLIOGRAPHY

Ackhoff, Russell L. ”Management Misinformation System,‘l Management
Science. (December, I967).

 

Ahrens, Maurice R. ”Parent and Staff Cooperate in System Wide
Improvement,” Educational Leadership. Vol. XI (March, I95A).

Alkire, Gary F. What Do You Think About Your Schools: A Study of
the Determination of Discrimination and Reliability Indices
and the Establishment of Michigan Norms. (Unpublished Ed.D.
dissertation, Michigan State University, I968).

Allen, Dwight W., and Bushnell, Don 0. ”Developing EDP Systems” in
The Computer in American Education. New York: John Wiley
and Sons, I967.

Allen, James E., Jr. ”The Big City SchooI--Problems and Prospects:
School Personnel and Educational Policy,” P.T.A. LIX (June,

1965).

Balogh, Richard L. and Purdum, Don L. Computer Assisted Instruction.
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Barnard, Charles. The Function of the Executive. Cambridge: Harvard
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Berman, Louise M. New Priorities in the Curriculum. Columbus, Ohio:
Charles E. Merrill Publishing Company, I968.

Berul, L., and Sayer, L. ”What's Wrong with Information Retrieval,”
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Bidwell, Charles E. ”The School as a Formal Organization,” Handbook

of Ogganization. J. G. March, (ed.). Chicago: Rand McNally
and Co., I965.

Blackstrom, Charles H., and Hursh, Gerald P. Survey Research.
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Blakely, J. Robert. ”The Copernican Revolution in Attitudes,” Changipg

Attitudes in a Changing World. New York: Associates of Bank
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I37

Borko, Harold. Computer Applicatiopyjn the Behavioral Sciences.
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, and Bushnell, Don D. ”Information Retrieval Systems”
in The Automation of School Information Systems. Don D.
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Cleland, David J., and King, William R. System Analysis and Project
Management. New York: McGraw-Hill Publishing Co., I968.

 

Culliman, Paul, and Ruderman, Robert. A Prototype Computer-Based
System. New York: University unpublished paper.

Dale, Edgar, and Williams, Harold A. ”Mass Media,” Encyclopedia of
Educational Research. Chester M. Harris (ed.). New York:
Macmillan Co., I960.

Dale, Ernest. Planning and Developing the Company Organization
Structure. New York: American Management Association, I952.

Diebold, John. Beyond Automation. New York: McGraw-Hill Book
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”Automation: The New Technology,” Harvard Business
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Drucker, Peter F. American Next Twengy Years. New York: Harper
and Bros., I95l.

 

Dworkin, Leo. A System Theory Approach Toward the Reconceptualization
of Curriculum. Michigan State University: Unpublished Ph.D.
thesis, I969.

 

Ellis, Allen B. ”Some Characteristics of Educational Data Bank,”
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Dwight W. Allen (eds.). New York: John Wiley and Sons, I967.

 

Etzioni, Amitai. Modern Organization. New Jersey: Prentice-Hall, Inc.,

I96A.

 

Fairthorne, Robert A. Toward Information Retrieval. London: Butter-
worths, I96].

 

Fowlkes, John G. Introduction to Harlem L. Hagman and Alfred Schwartz,
Administration in Profile for School Executives. New York:
Harper and Bros., I955.

Goodlad, John I., et al. The Changing School Curriculum. New York:
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, O'Toole, John F., Jr., and Tyler, Louise L. Computer
and Information Systems in Education. New York: Harcourt,
Brace, and World, Inc., I966.

 

I38

Griffiths, D. E., Clark, D. L., Wynn, D. R., and Iannaccone, L.
Organizing Schools for Effective Education. Danville, Illinois:
Interstate Printers and Publishers, Inc., I962.

 

Gross, Bertram T. Organizations and Their Managing. New York: Free
Press, I968.

 

 

Gulick, Luther, et al., (eds.). Papers of the Science of Agynnjstfation.
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Holden, Paul E., Fish, Lounsburg S., and Smith, Hubert L. Tpp Management
Organization and Control. Palo Alto, California: Stanford
University Press, I9Al.

 

 

Johnson, Richard A., Kast, Fremont E., and Rosenveig, James E. The Theogy

 

and Management of Systems. McGraw-Hill Book Company, I963. -.

 

Karsh, Bernard. “Work and Automation,” Automation and Society, Howard B.
Jacobson and Joseph S. Roucek (eds.). New York, I959.

 

Keller, Robert J. ”Secondary Education--Organization and Administration,“
Engyclopedia of Educational Research. Chester W. Harris (ed.).
New York: Macmillan Co., I960.

 

Kolman, William. |'Aspects of Existential Communication,” Journal_9:
Existentialism. VI (Fall, I965).

 

Krug, Edward A. Curriculum Planning. New York: Harper and Bros., I957.

 

Lancaster, F. W. Information Retrieval System. New York: John Wiley
and Sons, Inc., I968}

 

Likert.Rensis. New Patterns of Management. New York: McGraw-Hill Book
Company, I96l.

 

Lipetz, Ben-Ami. ”Information Storage and Retrieval,” Information: A
Scientific American Book. San Francisco: W. H. Freeman and
Company, I966.

 

 

March, J. 6., Simon, H. A., and Guetzekow, H. Organizations. New York:
Riley, I958.

 

”Mass Communication and Education,” Educational Policies Commission.
NEA, I958. .

Miel, Alice. Changing the Curriculumg_A Social Process. New York:
Appleton-Century-Crofts, Inc., l96A.

Moehlman, Arthur B. School Administration. New York: Houghton-
Mifflin Co., I95l.

I39

National Society for the Study of Education, Mass Media and Education,
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Neagley, Ross L., and Evans, H. Dean. Handbook for Effective Curriculum
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I967.

 

Newell, A., Shaw, J. C., and Simon, H. A. ”Elements of a Theory of
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Parsons, Talcott. Administrative Science Quarterly. Vol. I, No. 2,
September, I956.

 

Presthus, Robert. The Organizational Society. New York: Alfred A.
Knopf, Inc., I962.

 

Raven, Norman. ”Performance of IR Systems,” Information Retrieval.
C. Schecter (ed.). Washington, D.C.: Thompson Book Company, I967.

 

Robinson, J. A. Congress and Foreign Policy-Making. Homewood, Illinois:
Dorsey, I962.

 

Romain, Stephen. ”The School Administration and the Secondary School
Curriculum,” The Bulletin of the Association of Secondary School
Principles, XXXII, (November, l9A8).

 

 

Schramm, Wilbur. The Process and Effects of Mass Communicatipn.
Champaign, Illinois: University of Illinois Press, I95A:

 

Shannon, Claude E., and Weaver, Warren. The Mathematical Theory of

 

 

Communication. Urbana, Illinois: University of Illinois Press,
l9A9.
Shaplin, Judson T. IIComputer-Based Instruction and Curriculum Reform,“

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Siegal, Sidney. Non-Parameter Statistics for the Behaviora} Science.
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Silberman, H. F., and Filep, R. T. I'Information Systems Applications
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Smith, 8. Othaniel, Stanley, William 0., and Shores, J. Harlan. Funda-
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IAO

Suppes, Patrick. ”Computers in Education,“ Information: A Scientific
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Talacchi, Sergio. “Organization Size, Individual Attitudes, and
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Urwick, Lindel. Notes on Theory of Organization. New York: American
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Vaill, Peter B. “Management Language and Management Action,” Califarnia
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Vinsonhaler, John F., and Hafterson, John M. (eds.). Technical Manual
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, Winder, C. L., Morris, C., and Millin, 0.
”Curriculum Management by Computer: An Aspect of Computer
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Information Systems Laboratory, Michigan State University,
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Educational Administration Quarterly. I, Autumn, I965.

APPENDICES

APPENDIX A

TECHNICAL MANUAL

IA2

APPENDIX A

TECHNICAL MANUAL

This manual attempts to provide a user with the technical informa-
tion needed to develop a data bank which will be used as a source of
information for generating reports.

All of the operational guidelines described in this chapter are
related to the Basic Information Retrieval System (BIRS 3.0) which
includes the Basic Information Analysis System (BIAS l.0). These pro-
grams should be available to the user in order to implement the model
described in this study. In addition to these programs, a specific
Fortran program not yet available in the BIRS system was written in
order to present the final table with percentages, as requested by
school personnel.

The technical information given in this manual is essentially
concerned with the technique developed in this study and not all of the
possibilities of BIRS are shown. However, due to the flexibility of
BIRS programs, this technique can be modierd and updated. Thus, the
author suggests the use of the BIRS Technical Manual, which provides
more complete information about the implementation of the system and

ways to utilize the programs.

IA3

1AA

Method of Operation

 

The primary purpose in establishing a data file is to transfer the
information collected (questionnaires) into a machine where this infor-
mation can be stored and accessible to the user. Figure Al is a flow-
chart which describes the different steps a user should follow to generate
a data bank.

Our data bank consists of two magnetic tapes--the IFT and the DFT.
The Information File Tape (IFT) contains the informational elements or
abstracts to be retrieved by the system. The Descriptive File Tape (DFT)
is designed to aid the user apply the method of coordinate or weighted
indexing, i.e., where each abstract or document is to be described by a
set of terms or terms and weights. It generates an exhaustive list of
all content words in the abstract and determines the frequency of
occurrence of each word in the list. Creating these two tapes is an
essential step in establishing a data bank.

Let us follow the steps as presented in Figure Al, and describe
the operations which will enable us to share our information on tapes,

as implemented on the CDC 3600 at Michigan State University.

Stage

I.l--It is suggested that an item of identification should be added
to the What Do You Think About Your School questionnaire; the student's
name should be specified, so that the questionnaire can be used for
counselor's reports.

l.2--Administration of the questionnaire is mainly a question of
the user's purpose. The size of the sample does not affect the appli-

cability of the technique.

 

I.3

I.5

l.6

IAS

 

 

 

 

  

 

    
  

 

    
   
 

 

    
   

Questionnaire STAGE
Administration 1-7
of
the Questionnaire
l.8
Questions
Collecte.
Sequencing ]_9
and
Punching
' I.lO
Building the
Information
File (IFMP) I.lI
I.I2

FIGURE Al.--Pre-Processing Operations.

  

Preparation
of

BIRS Control

Card

  
 

 

  
  
  

  
  
 

All
Cards
Verified

 

   

 

 

 

    
    
 

   
  

  

- Make
Recelved
Necessary
And C t'
Checked orrec I005

 

  
 

the
Printout
Correct

 
    
  
 

 
 

Creating
the Description
File

    

STAGE

 

2.I

2.2

2.3

2.3

FIGURE AI

IA6

 

 

Control Card
for
Description
File
(IFPP, DAP, DFMP)

 

   
 
 

  
 

AII
Control
Cards
Verified

 

Input--
Only the
New Deck
of Cards

 

   

 

 
 

 
    

 

   

 

 

Output--
Received
And

   

 

      
 

 

Make
Necessary

Correction

 

   
  

Printout
Correct

  

 

Data Bank

Ready for

Generating
Reports

Cam 3

 

 

 

(cont'd.).

 

IA7

I.3-~When all the questionnaires are collected, one can proceed to
the next step, which is usually the most time-consuming operation--
namely, the punching operation.

I.A--Each questionnaire should be given a sequence number to
provide an easy way of verifying the punched cards.

An identical format for all the questionnaires is essential; it
enables the user to reproduce all the necessary cards from one set of
punched cards by using a card-reproducing machine.

The only operations which need to be done by a professional card
puncher are adding on the identification items and the scores. An
individual of average ability in operating a punch machine should be
able to handle 20-25 questionnaires per hour.

Figure A2 illustrates the format used in this study. In column I
the apostrophe sign (') specifies the delimiter, which is used as a field
identifier for retrieval purposes. This delimiter is followed by a field
naue in column 2, such as School-District, Type, etc., as specified on
the original questionnaires. Any term can be used for this purpose,
but it is preferable not to use terms of extremely long size to avoid
expensive storage costs. Any punched card can include information in
colunns l-72; columns 73-80 are reserved for identification purposes,
as shown in Figure A2. The number 2 in column 76 represents the type of
«questionnaire number and the last three columns are devoted to the
sequence of punched cards per abstract.

All the numerical data in this particular technique is punched in
coltumw AO, preceded by an equal sign in column 39.

In short, after the first format is punched, cards are duplicated
by a machine and only the identification items and numerical data need

to be added to the punched abstracts.

IA8

*sAHSTRACT I
'SCHOOL-DISTRICT FAST LANSING
'TYRE SECONDARY STUDENT
'NAMF RAPAS ALAN
OSEX MALE
'GRADE FPESHMAN
OSATISFACTION WITH SCHOOL
LIKE-SCHOOL
ONE-OF-THE GROUP
TEACHER-KNOWS CHILD
TEACHER INTEREST IN CHILD
TEACHER-GIVES HELP
PROUD OF SCHOOL
SATISFACTION
INTEREST IN SCHOOL FUTUPF
VALUE OF STUDIES
'SCHOOL-COMPARF FAVORARLY
CURRICULUM
STAFF
BUILDING
EQUIPMENT
'SCHOOL-PROGRAM
FFFECTIVENESS OF STUDIES
PART-IN EXTRA-CUR ACTIVITIFS
WORK TO KFER-UR
AMOUNT OF HOMF-WOPK
ENOUGH EXTRA CURRIC ACT
VARIFTY OF suaJFcrq
SUBJECT WANTED NOT TAUGHT
HFLP FROM LIBRARIAN
MONEY NEEDED FOR SCHOOL
USEFULNESS 0F SUBJFCTS
'SFRVICFS-DESIRED
AUDIO VISUAL
PHYSICAL ED
FIELD TRIPS
MUSIC
ART
HOT LUNCH
PHYSICAL AND DFNTAL FXAM
JOB PLACFMFNT
GUIDANCE
sPEFCH CORRECTION
MENTAL HEALTH CLINIC
REMEDIAL READING
SPECIAL ED
ADULT ED

FIGURE A2.--Format of Punched Cards.

fl

5

flflup‘flmflflflu‘flflmflflflflflfl—opoo-t“Hflflflmuflflfl-‘Hfl—oflflmflfiflnmh‘a

OCD~J®.fl3>uiV-

3?
33
34
35
36
37
38
39
40
41
42
43
44
45
46

1119'

AGRICULTURE PROGRAM =1

SOCIAL ACTIVITIES =

SUMMER SCHOOL =2

DRIVER TRAINING =1
'SCHOOL-ORGAN AND SIZE

OVERCROWDFD =1

'RCHOOL-RLANT

ADEQUATE EQUIPMENT AND FACILITIES =3
'COMMUNITY RELATIONS

INTEREST OF PARENTS 1N SCHOOL :3

FIGURE A2 (cont'd.) .

-~u-~u-

47
48
40
so
51
s?
53
54
55
56

ISO

Stage

l.5--Users of the BIRS system should verify the punched cards in
order to minimize the cost of computer time later on.

1.6, l.7--At this point, the cards are ready to be read by a
compiler card reader. For this purpose, it is necessary to use the
following BIRS control cards which cause the machine to read the
information and store it on a tape specified by the user.

The control cards normally used to call BIRS into operation follow
the CDC 3600 scope conventions--the machine on which the system is
operative at Michigan State University.

The first two cards shown in Figure A3 are required by the computer
laboratory. The next two cards are essential in order to save the user's
IFT (Information File Tape) and DFT (Description File Tape) for subse-
quent runs. The fifth and sixth cards are necessary to place the BIRS
Executive program in control of the CDC 3600.

A second set of cards, beginning with the *$|FMP card, is necessary
card input to construct an Information File Tape (IFT) containing the
information and printed listing of the information.

The IFMP card, like all other BIRS control cards, includes an
asterisk and a dollar sign in columns I and 2 respectively. The *$NAME
card is used to print a specific name or heading on every printed page.
(This is an optional card.) The *$DELIM|TER card will specify the field
delimiter selected by the user, such as (#l in this study. A *SNEW TAPE
card means this operation is aimed to create a new tape. It may be
changed according to the needs by a *$REPLACE card if some information
is to be replaced, or an *$ADD TO FILE card, which causes the program

to add new information to the file. The *SNEW TAPE card is followed by

l5l

 

=: "T ._

PNC CARD

 

 

Obtained from computer laboratory

 

 

 

 

2 JOB CARD = Punched according to comuuter laboratory convention
EQUIP,25 = (CUR-IFT), Rw, MT (___)-,-.

‘i EQUIP.3S = (CUR-DFT), Rw, MT (____).2

5 EQUIP,10 = (BIRS 3.0 System), RD, MT (____ )**

 

0‘

fi—xfi-x‘fi‘h

LOADMAIN,IO,5,SOOOO

 

 

 

7 (*5IFMP
8 [r7*$NAME = Curriculum Evaluation File
9 flsoELIMITER IS 3‘

 

I0 ( *SNEW TAPE
ll (*3PRINT

12 ( *$ABSTRACT

 

 

(punched questionnaires)

 

13 { *SEND

 

*Reel number for physical magnetic tapes provided by computer
laboratory for user.

**Reel number of current BIRS library tape as provided by computer
laboratory.

FIGURE A3.--Control Cards for BIRS.

152

a *$PRINT card and the punched deck. Each questionnaire is supposed to
start with an *SABSTRACT card, which is used to indicate that the data
between this card and the next BIRS command is one abstract. The last

card in the deck is always an *SEND card which ends the program.

Stage

l.9-l.lZ--The next three steps involve submitting the jobs to an
input/output unit and checking the printout to see if all the information
is printed as requested. If there are ”bugs” or bad cards, the correc-
tions should be made and the file resubmitted. When this stage is
successfully completed, the Information File Tape (IFT) is ready and the
user may proceed to the next step (l.l2) to generate the Description
File Tape.

2.l--The purpose of generating an additional tape is to enable the
user to select analyzed data from storage and/or build tables from this
numerical data. The Description File Tape is created by the help of
three programs: Information File Preparation Program (IFPP), Descriptive
Analysis Program (DAP), and the Description File Maintenance Program (DFMP).

The IFPP is designed to pre-process information records containing
tabular displays of numerical data. IFPP reduces such data matrices to
a sinuJIified form which permits their storage on the BIRS Description
File: (DFT). Basically, this program takes care only of numerical data,
while the Description Analysis Program (DAP) is used to analyze a whole
abstract at a time, and to print out words or phrases for each abstract.

The Descriptive File Maintenance Program is designed to store the
pnws-processed information on a magnetic tape and provides the user a way

to retrieve this stored information field.

I53

The folowing command cards are required for the programs described

above:

 

 

—

M

II
l2

l3

 

{T PNC CARD

 

 

 

(T JOB CARD =
(’ EQUIP,I0 = (BIRS 3.0 System), R0, MT (_ __
{A EQUIP.25 = (CUR-IFT), Rw, MT (_____)*

 

rrEQUlP,35

(T LOADMAIN,IO,5,50000

 

L

(FT *SIFPP

fr’ *SDELIMITER IS #

 

 

(T *$SKIP COLUMNS

53-80

I *$DECOMPOSE FIELDS

 

 

 

[ SATISFACTION WITH SCHOOL,

 

rr—SCHOOL-COMPARE FAVORABLY

 

l SCHOOL-PROGRAM

 

l SERVICES-DESIRED

 

(TSCHooL-DRGAN AND SIZE,

 

(TSCHooL-PLANT

 

[ COMMUNITY RELATIONS

 

l *$OUTPUT FIELDS

(CUR-DPT), Rw, MT (_._

) .t.
I\

Obtained from computer laboratory

 

Punched according to computer laboratory convention

J. J.
4‘ l\
.-

 

FIGURE Ah.--Control Cards for IFPP.

ISA

 

lh r TYPE, SEX, GRADE, SATISFACTION WITH SCHOOL, SCHOOL-COMPARE FAVORABLY,
SCHOOL-PROGRAM, SERVICES-DESIRED, SCHOOL-ORGAN AND SIZE, SCHOOL-
PLANT, COMMUNITY RELATIONS

IS [ *SFILE DATA

 

 

 

 

16 r ='=$PR|NT
17 { *SIFT
18 r *SEND

 

FIGURE Ah (cont'd.).

The program is initiated by the card *SIFPP, followed by a card
specifying the field delimiter. *SSKIP COLUMNS indicates that for this
purpose it is desirable to omit the sequence numbers. The *SDECOMPOSE
FIELD card specifies all those fields which include numerical data and
should be decomposed. The *SUSE FIELD card is the request to the
program to include in the output those fields which were not decomposed,
but were needed.

This information is stored on a data file tape (*SFILE DATA) for
the purpose of the next program. *SPRINT means a full printout is
requested. An illustration of the computer printout is shown in
Figure AS.

*SIFT indicates the program where the information is stored. The
*SEND card terminates the program.

The next programs, attached to the ones described above are the
Description Analysis Program (DAP) and the Description File Maintenance

Program (DFMP), for which the command cards shown in Figure A6 are needed.

In this deck: *$DAP calls the program; *SDEFINE FIELDS specifies

the field delimiter; *SUSE COLUMNS,l-80 means that all the information

l55

/// BEGIN INFuaMCTIO\ FILE PD&"A:AT10N.
ofiIFPP
osoEL t

.sSKIP COLUMNS
73-80

OSDECOHPUSE FIELDS
SATISFACTION NITH SZHOOL,
SCHOOL—COMPARE FAVUQARLV,
SCHOOL-PROGRAM.
SERVICES-DESIRED,
SCHOOL-ORGAN AJO <175,
SCHOOL.PLANTD

COMMUNITY RELATIOIS

OSDUTPUT FIELDS

TYPEISEX.GRADF.SATIQFACTIOM HIT” FCUUOL,SPH"0L-CCMPARE FAvooADLv,
SCHOOL—PRQGQAM,sevaCFS-DFSIHru.SCMOUI-ounA~ AND 917E.
SCHOOL-PLANT,CO“MHNITY PELATIONS

tsFILE
asPRINT

.1177
1-24

nsABSTRACT

tTvPE SFCON9A3Y SYUPE”T

iSEX MALE

xGRADE FHFSHHAN

iSATISFACTION «7Tb =CHUOL

T8LDHNSN=1. LI‘E-szMDDL=?. nMr-Dr-THc Dwoupzz, TFACHFR-RVOxs gHILU:2,
TEACHER INTEREST IN CHI|0:5. TPAcHFH-qucs Her;p, pRnUn CF Sanngg.
SATISFACTIOMz3. INTEREST 1r qcuooL TUTHRF:?, VALUE or STUDIFS=¢.
tSCHonL-CDMPAPE anwaaaLy

TBLDMNSNsi. CURRICJLJle. STAFF=Z. oUILDINfi:1, FOUIDMENT:1.
tSCHOOL'PROGRAm

TBLDHNSNzl. EFFECTIVVEQS or CTWDIES=?. DART-IN ExTRA-CuD ACTIVlflcbzs.
MORK TO KEEp-UPII. AMOUNT OF HOMF-VURKa4, ENOUGH FXTRA CunRIC ArT:5.
SCHOOL CREATS I”T [u ExTRA cuoza, VARIFTV 0F SUdJccTs:3,

SUBJECT HANTED ”0T 'oJGHT:1, HFLP FROM LyaoApxaxg3.

MONEY NEEDED Foe 90401L21. USEFJLNFbS or SUBJtcng4.

flSERVICFS-DFSIMFD

TBLDH~SN=1O AU"IO ‘IISUAL=1. puYQICAl r081. FIELU TRIOS:1. M‘J3l338.
ART=2. H0T LUN7”=1. P”YSICAI Av“ Ot“TAL EYAMz3. JOB DLAchcMrz1.
GUIDANCE=1. SPEECH CDMDECTIDv=2. VENIAL HEALTH CLINIC=z.

REHEDIAL READIN1=?, SPECIAL cugl. ADuLf hng1, AGRICULTURE PROGRAM=I.
SOCIAL ACTIVITIEs=1. sungp scuooL=2. naive: TRAlmlwfizl,
iSCHOOL‘ORGAN AVU svzs

TRLDMMSNx1. nvERrMTDPED=1,

MSCHOOL-PTAVT

TBLDHNswsi. AD=oiArE LOulPMEMT A“U TACTLITILS =3,

ICO‘IHUVITY RELATIFNS

TQLDHNSNzl. INTEVE<T 0F PADENT? IN sFMhoLz3,

FIGURE A5.--|FPP Printout.

156

 

 

 

(T”*$DAP

F*$DEFINE FIELDS 7‘
FASUSE COLUMNS
(ii-80

5 fr*$USE FIELDS

6 {r TYPE,SEX,

 

N

 

w

 

J?

 

 

 

7 [ *SENLIST FIELDS

 

8 rr— NAME,TYPE,SATISFACTION WITH SCHOOL,

 

9 r *SINCLUDE

 

10 f *SNUMBERS

 

11 {' *SFILE DATA

 

12 (F *$DATA FILE

13 [FASEND

 

 

FIGURE A6.--Command Cards for DAP.

pre-processed by the IFPP program should be taken by this program as
Specified by the *SUSE FIELDS card which specifies which fields are to
be analyzed.

The *SENLIST FIELDS card will cause phrases separated by commas and
sentence marks to be used as terms rather than single words. *SINCLUDE,
*SNUMBERS may be understood literally--the program should include all
numerical data.

All of the above described operations are carried out as pre-proces-
sing Operations, and the information is temporarily stored on an additional

data file, while the source of this information is the previous data file

l57

on which the output reproduced by IFPP was stored. By the end of this step,
all the necessary pre-processing operations are done and the next request
is to store all the information on a tape which will be used as a descrip-
tion tape and will be accessible for a user.

For this last operation, the following deck of command cards

are used:

 

 

 

 

1 ( *SDFMP
2 ( ='=$NEW FILE
3 ( *SPRINT

 

.D

F*$DATA FILE
F*$END

FIGURE A7.--Command Cards for DFMP.

 

U“.

 

As in previous programs, the first card calls for the specific
program, followed by the command to store the information on a new file
while asking for a full print (*SPRINT) and specifying that the previous
information is stored on a data file. The printed output for this pro-
gram is shown in Figure A8.

If all the cards were punched correctly and the deck was submitted
to the computer on which BIRS programs were available, the description
file and the data file should be ready for retrieval and report

generation.

l58

Ill BEGIN DESCRIPTI‘N FILE MAINTENANCE.
'SDFHP

osNEM FILF

DSPRINT

tSDATA FILE

osDESCRIPTIDN ITVP? SECONDARY STUDENT 27 1
iIYPE. SECONDADY STUDENT
ISEx. MALE

ISRADE. FRESHMAN

gsATISFACTION NITH SCHOOL, TPLOH’SIS LIMP-scuonL=Zs ONFpOF-THE un3u9=2s
TEACHER-KNOWS C41L032T TEACHEQ INTEPEST 1N CHILOaSs TEACHER-GIVES 4ELP:2$

PSOUD OF SCHOOL! SATISFACTION23$ INTEREST IN SCHOOL FUTURE:?S ngus or STUDIEs
I

tSCHOOL-COMPAME FAVORARLT, TDLCMNSNS CURPICULUNS STAFFaZT BUILDING: EQUIPMENT
tSCHOOL-PRDGRAM, TaLnMMst EFFFCTIVNESS OF STUDIES=2T
flART-IN EXTDAdCJR AjrlvtTIESEJS NDRV Tu KEEP-UPC AMOUNT OF Hone-Noaxc4s
EXTRA CURRIC ACT335 SCHOOL CREATS I”I IN FXTRA CUR:?$ VARIETY OF SUQJECTSIJS
SUBJECT HANTED voT Toucurs HELP FROM IIPRARIAN235 MONEY NEEDED FUR SCHOOLS
USEFULNESS nF SUBJECTS=4

iSERVICES-DESIQED. TRLDMNSNS AUDIO VISUALS PHYSICALS FIELD T9195: MUSIC=?S ART
I?! HOT LUNCH! DHVSICH. AND DFNTAL FXAMsSS JORS GUIDANC‘S SPEECH CORRECTION-2!
MENTAL HEALTH CLINIZczs REMFDIAL DEAUINos9S SPECIALS ADULTS AGRICULTURE PROGRAMT
SOCIAL ACTIVITIESC SUMMFR SCHOOLuzs DRIVER TRAINING

lSCHOOL-ORGAN AND 517E. TBLDMNSNT CVFRCRDHDED

nSCHOOL-PLANY. TBLOMNSNS ADEOUATF EQUIPMENT AND FACILITIEsas

ICOHHUNITY RELATvovs, TBLUMNRN‘ INTEREST or PARENTS IN SCHOOL=3

 

FIGURE A8.--DFMP Printout.

Retrieval Procedures

 

The retrieval procedures for our purpose require two main decks of
command cards out of which smaller decks may be derived for a specific
report generation. Normally, the user would follow the flow chard shown
in Figure A9, but the user, if he so chooses, may set his own priorities

as to which report is to be generated first.

Stage

l.l-I.2--The purpose of the first deck is to retrieve the total
number of positive answers as far as students, parents, faculty, and
patrons are concerned. However, the system is capable of retrieving

positive or negative answers, according to the specified questions.

159

 

 

 

 

 

 

 

 

   
  

  
   
 
  
   

   

 

 

 

 

 

STAGE - - STAGE
1.0 Data Bank I
I 2.0
1.] Select or
Punch Deck
for Queries
2.I
l.2 Does
the deck
Include All
Cards Make
2.2
Necessary
Correction
1.3 T
2.3
I.h
2,h

 

FIGURE A9.--Generating Reports Procedures.

   

 
    
   
 

ables
Needed for
Report

 

Select or
unch Deck for
Generating
Tables

 

 
     
   
     
 
       
   

Checked
OK

 

  

Do
Necessary
Corrections

 

Output--
Include
Generate-
Table

 

STAGE

 

3.0

3.]

3.2

3.3

   

   

Punch on
Cards Data
From Step 3

 
    
   
 
  

 

rL Punch or

Select
Percentage
Program

    

 

  
   
   
    

Attach
Punched Data

to the Program
and Check

 

I60

All no

 

Cards
0K

 

Output
Include
Percentag=
Only

Make
Necessary
‘Corrections

 

H.693.

3.h

 

 

 

 

 

FIGURE A9 (cont'd.).

 

Attach
Printed Data
to the Table

Generated

Final Report
Ready

 

 

16]

It should be stressed at this point that all the searches are
carried out on the description tape. Thus, the terms used while asking
questions have to be identical to the terminology used on that tape,
from which a printout is given by the DFMP program.

The first part of the deck includes the same set of cards as for
pre-processing. The general system cards and the BIRS cards include
identification numbers of the tapes from which the information is to be
selected.

The program itself is initiated by the command *SDFSP, and the
field delimiter is the same as specified by previous programs (*SDELIMITER
IS '). The following card is *$QUESTION, which causes the program to look
for numerical information concerned with the information specified in the
next card.

The following example (Figure A10) is an illustration of how the
questions are stated and how the answers are given by a machine.

Each question is preceded by a comment card which explains the

essence of the request as for instance:
*SCOMMENT PARENTS SATISFACTORY FEELINGS ABOUT SCHOOL-COMMUNITY RELATIONS

The comment card causes whatever follows the *SCOMMENT term to be printed
immediately at that point in the output.

The question itself is stated as follows:

*SQUESTION
'TYPE,PARENT.AND.'COMMUNITY RELATIONS,SCHOOL-COMMUNITY RELATIONS.LE.2

The term *$QUESTION is punched on a separate card followed by one or
more field names to be retrieved. The specific request in this example

is to identify how many parents (TYPE,PARENTS) have expressed positive

I62

.mmmo COL vamu ucoEEoQii.o_< mm:u_m

Czwmt
m.mu.owauozma mwo~>amm oz< mquk.mzo_kquma >Fstzzou..cz<.zoa»<o.wo>».
ZO—FWLDCfii
Owawozwa mwun>aww OF Omadaiou m4 wkda th IF~3 Qw~uw~k<m mzoakdfl F2M22009$
NoMJoowawozwa me—>awm 024 mwqu.mZO~F<Jwa >P_ZDZZOU.oOZdoFZMU<Q.wD>P.
zoukmmzcwt
omawozwa mmU~>awm OF owadazou m4 wk<a X<P IP~3 Cw~uwmhdm WFZMQ<O Fzmzzoumt
NoMJoWMXdF Lm<w&02~.mZO~F<JwQ >F~ZDZEOU.oOZdoZOQFdfloma>F.
zonkmuzcwt
wwdmauzu Xdk 00L >O<m0 oc LC FDO mZOflkda LO ammEDZ PZMEiouwt
N.u4.mwx<F mmqmauz~.mzo~kquwa >F~ZDZ$OU..QZ<.kzwa<O.mO>k.
ZC_thDC$*
madwfluzu th GOO >O<m0 0m to P30 mkzmfidn LO ameDZ FZwZZOU$*
momOoJOOIum Z. mkzwa<a m0 kmwawhzuomZO_F<Jma >F~ZDEEOU.oOZ<oF2wadflomn>k.
ZO~FWLDC$¢
JOOIUW Z— owkmwawkzn FCZ mkzmaqa kzwsiouwt
Nom4.mzo_k44wa >P~ZDZEOU JOOIum.wZO_k<Jwa >P_ZDZEOU..OZ<.QMIU<wk.wO>F.
zoukmwzcmt
mzo~k<Jwa >~hZDZZOUIJoorum FDomq m02_4mmu >aOhU<Um~k<m mflNIUqwh hzmzzouw*
NowJ.mZO~»<Jwa >k~ZDEZOUIJOOIUm.mZO~F<Jwa >h~zzzzou.oOZ<ozoak<a.ma>k.
ZO—hmuacvt
mZO_P<JwQ >F~ZDZZOUIJOOIum FDOEd wwququ >KOPU<umuk<m mzoakda szizoumt
NoMJomzoudema >F~ZDZZOU JOOIumomZO~Pdea >F~ZDIIOU.oOZ<oFZmQ<QowQ>F.
zoukmwbcmt
mZO~FdJma >F~ZDZIOUIJOOIUW FDomd wwquwuL >QOPU<Lm~F<m mhzmada szisoumt
ZO~F<UDcw LO C0<C¢ wIF COL Whaoama wE<Zflt
. dwomt
amuowt
ccom.n.o~.2_<z 0404.
FZNQQ onuDOw.
Fiun¢ oanbcw.
.cmmuebz.oa..OOO.H.~.kuolzovummoauDow.
.Nommvkzooa..OOO.~.~.hu—Izc.nmN.a—Dow.
.m~o_.»$.oo..zu»v>uc1mma—m.uc".a_:ow.
Jw_Z<o.Z~JJ~$.C.LJ~LIUDU.OMNK¢N.moo.

I63

attitudes toward school-community relations (COMMUNITY RELATIONS,SCHOOL-
COMMUNITY RELATIONS). The .LE.2 phrase means less than or equal to two
and will serve the programs to retrieve only answers Stored under one or

two, which means very favorable or favorable responses.

29.29

l.3--The prepared deck should be submitted to the input/output
unit.

l.h--The printout received will be similar to the one shown in
Figure AIO.

The procedures described above provide a user with the necessary
knowledge to retrieve numerical data for all the reports except one--the
counselors' report. For this purpose an additional program is required;
the Information File Retrieval Program (IFRP) is used. The basic purpose
of this program is to generate reports for searches performed by the DFSP.
Reports may be printed, punched, or filed on magnetic tapes. In this
study, only the print feature was utilized. The deck required for a
counselor's report is illustrated in Figure All.

As shown in Figure All, some new cards were placed in the DFSP
deck, such as ”Relevance Index“ and ”Minimum Relevance.” The purpose
of this command is to select only those abstracts relevant to a specific
question and to order them according to the highest relevance indices.

If the Mimimum Relevance is specified as 999, the answers given
will be related only to the student population, who are Specified by
the figure lOOO. The ”Relevance Index = 3“ will cause the program to
add the digit l for each variable found in an abstract that meets the
relevance of 3. As shown in Figure 12. ”Relevance = l009“ stands for

students' identification (IOOO) and for nine variables corresponding

I64

Ill/[Ill] BEGIN DFSZRIPTION FILE SEARCH

“DEL. l _
OSNAHE REPURTS'FDp TH“ DUARD nF EDUCAIIDI

C‘COMMENT PARENTS SATISFACTORY rEELINGS ABOUT SCHOOL-COMMUNITY QCLATIONS

DIODESTION ‘
. (TYPEIPARENT.AND.iCOHNUNITY RELATIONS,SCHDOL cOMMUNITr "ELA7I3NS-LC-2

2 ANSHERS FOUND.
oSCONHENT PATRONS SATISFACTORY FEELINGS ABOUT SCHOOL-COMMUNITY RELATIONS

oSOUESTION
gTypE'pATRo~,.ND.iconnJNITv RELATION3,SCHOOL'COMMUNITY RELATIDN3.LE.2

o ANSWERS FOUND.
OSCOHMENT TEACHERS SATISFACTORY FEELINGS ABOUT SCHOOL-COMHUNTIY RELATIONS

tsaUESTIUN -
#TYPE.TEACMER.AND.:CDMMHNITY RELATIONS,ScMoDL COMMUNITY RELATTUNS,_E,2

0 ANSHERS FOuNu,
DSCOHHENT PARENTS NTT INTERESTED IN SCHOOL

OSOUESTION
iTYpe.pARENT.ANO.1c3qMUNITv RFLATIQNS.INIEHEST OF pARENTS IN ScuunL.se.3

0 ANSHERS FOUND.
osCOMMENT NUMBER OF PARENTS nHT 3F 39 READY FOR TAX INCREASF

OSOUESTION
lTYpEopARENT.AND.ICOMMJNITY RELATIONSIINCREASF TAXESOLhiz

5 ANSHERS FOUND.
DQCOMHENT NUMBER OF PATDQNS OUT OF 40 RFADY FOR TAX INCREASE

SIOUESTION
tTYPE.PATRON.AND.thMMUNITY RELATIONS,INCREASE TAXES.LE.2

0 ANSWERS FOUND.
O’COHMENT PARENTS SATISFIED WITH TAX RATE AS COMPARED TO SERVICE; RENDERED

ocOUESTION
tTVPE.PAMENT.AND.ucoMMUNITv RELATIONS,TAxES AND SERVICE? GENDEREU.LE.2

6 ANSWERS FOUND.
.‘COHMENT PATRONS SATISFIED HITH TAX RATE AS COMPARED TO SERVICE; QENDERcU

CSOUESTION .
#TYPEIPATRON.AND.UCOMMUNITT RELATIDNS,7AxEs AND SFRVICES RENDEFUEO.LE.2

o ANsuERs FOUND,
////////// END DESCIIPTION FIIE SFAncH.

oSEND

FIGURE AII.--DFSP Printout.

I65

flfltfiftitiitttttfifli‘titfitttttdtttfiiii.*.'*

atOUESTIDNtttOUESTIONOOACUESTION.

0.0.0't*090.ttttttittitttttqttttitttttfifiv

OSOUESTION

ATYPE.sEanDARY sTUDENTeanO.
ISATISFACTION HITH SCHOOL.
LIKE-SCHOOL,GE,3,
SATISFACTION.GE.3.
TEACHER-knows CHILDIGE.3.
TEACHER INTEREST IN CHILD.O=.3.
TEACHER-GIVES HELP,GE.3.
ONE'OF'THE GROUF.GE.3.
ASCHOOL-PROGRAM.

AMOUNT OF HOME-UORK,GE,I,
PART‘IN EXTRA'CJR A3T1v1TIES.OE.3.
iCOMMUNITY RELATIONS.

INTEREST OF PARENTS IN SCHOOL,UE,3

ABSTRACT 41 HELFVANFh a 1009,0P
flSCHOOL'DISTRICT EAST LANSING
ITYPE SECONDARY STUDENT
tsex MALE

AGRADE FRESHMAN

ABSTRACT 124 RELEVANCE = 10H8,UO
ASCHOOL-DISTRICT EAST LANSING
ITYPE SECONDARY STUDENT
tSEX FEMALE
AGRADE FRE$HMAN

ABSTRACT 127 NELFVANFE = 1b08.0n
ASCHDOL-DISTRICT EAST LANSING

iTYPE SECONDARY STUDENI
ISEX FEMALE
IGRADE FRESHMAN

FIGURE AIZ.--DFSP Printout (For Counselors Only).

I66

to the query for the first student, the second and the third student
(females) have expressed negative attitudes on eight variables out of
nine, as indicated by the term Relevance = I008.

The IFRP causes the program to print four lines from each abstract,
as specified by *SPRINT A LINES in Figure Al3. The program can print
any number of lines to a whole abstract.

IRGP Table
Construction

IStage)

2.I--The information Report Generation Program (IRGP) is used to

 

 

generate summarized reports and print them in one- or two-dimensional
data matrices.

In this study, IRGP is used because of its format, which is concise
and easy to read. Also, it indicates the total number of answers found
per variable and this element enables one to calculate the percentage
for each item. But, as the program itself does not provide percentages,
the user is supposed to use an additional Fortran program.

2.2--In order to build a table, IRGP must have a description of
the table; i.e, the names of rows and colums, and some data to store in
the cells of the tables. The user furnishes this information in a table
request which makes reference to (l) a dimension statement, and (2) a
data statement (Table Al).

The following example (Figure AIA) illustrates the use of these

5 tatements .

The program is initiated by the *$IRGP card, followed by the card
specifying the field delimiter ('). The third and fourth cards are
*$DIMENSION commands and they are followed with those field names and

descriptors which should be in each one of the two dimensions. In this

I67

'JOB02452399CUR-FILE030MILLINODANIEL
'EWTPQIOBIBIRS3-OSYSTEM)CROOMTII918)
'EQUIT3025=ICUR-IFT91019999)9R00MT(2590I
‘EOUI90358ICUR-DFT01910999IOR00MTI259I)
'EQUIRO 43=MT

‘LOAD MAIN.IO.3I3nno

*sDESP

*sDFL I

isRFLEVANCE INDEX :1

*SMINIMUM RELEVANCE IS 099
*SMAXIMUM ANSWERS FIDO

*SOUESTION

' TYPE 0 SECWDARV STUDENT: I COD 9
'SATISEACTION WITH SCHOOL.
LIKE-SCHOOLOGE03O

SATISFACTIONOGEOBO

TEACHER-KNOWS CHILDoGEOBO

TEACHER INTEREST IN CHILDoGEo3o
TEACHER-GIVES HELRoGEofio

ONE-OF-THE GROUReGEOBO
'SCHOOL-RROGRAMO

AMOUNT OF HOMF‘WORKoGficso

pART-IN EXTRA-’CUR ACTIVITIESOGEOSSO
'COMMUNITV RELATIONS.

INTEREST OF RARENTS IN SCHOOLOGE03
*SEND

*SIERP

§$DEL '

{SPRINT A LINES

*$RERORT

”SEND

FIGURE Al3-r-Command Cards for DFSP (For counselor's reports only).

I68

'JOB.245239.CUR-FILE.3.MILLIN.DANIEL
'EOUIP.IOSIBIRSS-OSYSTEM).RO.MT(I9IB)
'EOUIP.25=(CUR-IFT.I.I.999).RO.MTI2590)
'EOUIP.35=¢CUR-DFT.I.I.99°).RO.MT(2591)
'LOAD MAIN.IO.3.BOOO

astnsp
*sDFLIMITER IS 0

.soTMENSTON

TYPE=0TYPE. SECONDARY STUDENT. PARENT. FACULTY
.sotMENSION

SERVICES-DESIRED=0SERVICES-DESIRED.
'AUOIO-VISIAUDIO VISUAL).
PHYSICAL-EDIRHYSICAL).

FIELD‘TRIRIFIELO TRIPS).

MUSIC.

ART.

HOT-LUNCHIHOT LUNCH).
RHY—DEN-EXAMIRHYSICAL AND DENTAL EXAM).
JOB-FDIJOB).

GUIDANCE.
SPEECH‘CORRECTIONISREECH CORRECTION).

MENTAL-HEALTHIMENTAL HEALTH CLINIC).
REMED-REAOINGCREMEDIAL READING).
SPECIAL-EDISPECIAL).

ADULT-EDIADULT).

AGRIC~pROGIAGRICULTURE PROGRAM).
SOC-ACTIVITIESISOCIAL ACTIVITIES).
SUMMER-SCHOOLISUMMER SCHOOL).
DRWVER-TRAINING(DRIVER TRAINING)

‘SOEFINE DATA

SERVICES ESSENTIAL FOR SCHOOL2.COUNT.'SERVICES-DESIRED
*GTABLE

COMMWITY EVALUATION (SERVICES ESSENTIAL FOR SCHOOL)
aSERVICES-DESIRE“. TYPE

*SEND

FIGURE Alh.--Command Cards for IRGP.

169

TABLE AI.--IRGP Printout.

JE’ "‘** “'

toottootooot0000000.6.0...0.0.0.ottduOCOQQQ.atrociocc0006iooovgooooo0.600.000...
. TAdLE"'UDMHUVITY EVALUAIIOV

O UAIA----3ERVIC:S éSScVIIAL FUN SoHuUL

. 40d5-°-'AJDIU-VIS. 34YSICAL-t0. PthJ-THI”. NUSIC. ARI. HOT-LUNCT.

. PNY-UEN-E!A*. JDB-ED. GUIUENpt. afichun-CONfithIU. "ENTALAHEALIA.
. 4:Mtu-REAJI\5. SPECIAL-Ed. AJULf-tu. AgRlC-PHUU. SUC-ALTIVIIIto.
0 sun":4-schag. DRIVER‘IQAININH "

. $0.0105-ac.u.0Aiv sruvawr. FACJLrv. HAue.t
.----.-..-.-..-..--..--...--.-.....-..--.--.----..--..--..-.----.-.---...-.---.

O :tJTIDV 1 )F I SECTIOMIS) °AG= I

.ICCCDCCCOOOCOC...-.QO-..-------.O-CIOOOQOCOOOOCIOQ---OOOCOOOO-OOOQOOQOOIQO----

O
O
t
O
t
O
O
t
O
O
Q I
' 35 FACULrY rhdth ,
g Q
. AUUIJ-VIa 12.0: 6.00 0.00 -
0 PHYSICAL-: 18.31 6.0r 0.00 0
. FleLu-THID 12.93 0.0" 0.0" -
. MUSIC 1¢.4J 0.0J 0.00 0
. “4' 1£.JF 0.39 2.U0 .
. HUI-LUdCH 12.0: 6.00 9.00 -
. PHY-UtN'tX 12.0. O.JU 9.00 0
. JOB-Ed 12.0: 6.00 0.00 0
. GUIDAdCt 12.0. 6.00 6.00 0
. SPEECH-CUR 12.0: 4.00 9.00 '
. MENTAL-Huh 12.00 6.00 0.00 '
. REHED-RtAU 12.01 6.00 0.00 '
. SPtClAL-tfi 12.00 6.00 9.00 o
. ADULT-ED 12.0: 6.00 0.00 0
. AGRIC-PRUb 12.00 6.0t 9.00 '
. SOC-ACTIVI 12.00 6.0“ 0.00 .
. SUHfiER-SC~ 12.00 6.0“ 9.00 '
. DRIVER-7nd 12.03 6.00 9.00 .
Q
t

Ottttttoiootofiooottoo.ovov..a...coatototootoototutt...too...togggog....ggoggggo

I70
particular case, the request is to include variables which are on the
IFT under the fields ”SATISFACTION WITH SCHOOL,” such as: LIKE SCHOOL,
TEACHER KNOWS CHILD. etc. Names within the parentheses correspond to
the stored name on the tape, and the abbreviations format is used to
specify how the item is to be printed. Due to the limitation of the
program. the format is as folows: dictionary names are limited to
sixteen characters, and row and column names to ten characters each.

The dimension definition is followed by a *$DEFINE DATA card which
specifies precisely which data should be included and how it should be
restricted. The specification is .COUNT.. which is a request to count
the total number of answers per item as related to those fields specified.

The next step to be made is a table request, which has the following

structure: *SDEFINE DATA (control card)
TABLE NAME (DATA NAME) = DIMENSION ONE, DIMENSION TWO

”TABLE NAME” is the name assigned to the given table; ”DATA NAME,”
enclosed by parentheses, is the name of the data which is to be displayed
in the table. To the right of the equal sign are dimension names. The
elements of the first dimension will be the rows of the table, while the
elements of the second dimension will be the columns. The last card, as

in previous programs, is an *$END card.

Stage

2.2-2.3--The deck is checked and submitted to the input/output
unit.
2.4--The printout includes the generated tables but does not yet

include the percentage figures.

I7I

Percentage Program

3.0--ln order to make the tables which will include all the numerical
information. numerical data gathered by the DFSP should be punched on cards
and submitted with the Fortran deck as illustrated in Figure AIS. This
deck should include the Fortran program starting with the JOB card and
ending with the RUN card. The program was designed to transfor the
numeric data into percentages. Following the program deck is the data
deck which will include the total number of answers per variable and the
positive or negative answers per variable.

3.I--The punching should be carried out in the following way:
Columns l-h are devoted to the total number of elementary student answers.
Columns 5-8 are devoted to the total number of secondary student answers.
Columns 9-l2 are devoted to the total number of faculty answers.
Columns 13-16 are devoted to the total number of parents' answers.
Columns l7-20 are devoted to the total number of patrons' answers.
Columns 2I-2h are devoted to the total number of answers gathered in
the searches described above concerning elementary students' attitudes.
Columns 25-28 are devoted to the total number of answers gathered in
the searches described above concerning secondary students' attitudes.
Columns 29-32 are devoted to the total number of answers gathered in
the searches described above concerning acuity attitudes.
Columns 33-36 are devoted to the total number of answers gathered in
searches described above concerning parents' attitudes.
Columns 37-40 are devoted to the total number of answers gathered in

the searches described above concerning patrons' attitudes.

I72

'JOB.245239.RECODE.O.45.MILLIN
'FOR.X.L

PROGRAM PERCENT
DIMENSION XIIO)

THE FOLLOWING PERCENTAGE IS RELATED ONLY TO THE TWO
HIGH POSITIVE CATEGORIES EXPRESSED BY STUDENTS.

PARENTS. PATRONS.

PRINT 4

AND TEACHERS

4 FORMATIIHI.st.IOHRERCENTAGE/IX.2HES.5X.ZHSS.5X.7HFACULTY.
15X.6HRARENT.5X.6HRATRON/)

c
c
c
1
c
c
c
c
c
6
Q
7
1n
8
11
1?
1:3
14
7%
ms
?7
28
29
so
3
go
'RUN.

DO 20 I=I.58

READ I.(X(J).J=I.IO)

FORMAT (IOF4.0)

X(I)REPRESENTS
X(2)REPRESENTS
XI3)REPRESENTS
XI4)REPRESENTS
XI5)REPRESENTS

~OOOF
N000?
NOOOF
NOOOF
N060F

ELEMENTARY STUDENTS POSITIVE ANSWERS
SECONDARY STUDENTS ROSITIVE ANSWERS
FACULTY POSITIVE ANSWERS

PARENTS POSITIVE ANSWERS

PATRONS POSITIVE ANSWERS

IEIXII)0E0.0.0R.XIO).EQ.O)?5.6
XII)=(X(6)/XI7))
IFIXI2)0EOQOQOR.XI7)OEQQO)?6O7
XI?)8IXI7)/X(?))
IEIXI3)0EO.OoOR.YIR).EO.O)PT.8
XI3IZIXIB)/XI3))
IEIXIQ).EQOOQOR.XI9)0E000)28012
XI4)’IX(9)/XI4))
IFIXI5IoE00000R0XIIO).EQ.O)29.I4
XI5)8(XIIO)/XI5))

GO TO 50
XIII-O
GO TO 9
XI2)SO
GO TO 10
XIBI=O
GO TO I)
X(4)=O
GO TO 13
XISI8O
CONTINUE

PRINT 3.(X(J).J=I.5)
FORMAT (IX.F4.2.5X.F4.2.8X.F4.2.7X.F402.7X.F4.2)

CONTINUE
END
045.2IOO

n 1 7%072300fi00371009000750080062500000070
0 ?68065300 150263ooannossnngnoagnnna(mom

FIGURE Al5.--Fortran Program for Percentages.

I73

3.2-~After all the data is punched and attached to the program, it
is ready to run. The number of cards should correspond to the number of
variables.

3.3-3.h--The printout of this program should be attached to the
IRGP table. where it fits completely into the blank space and enables
the user to have one concise table.

The following worksheets and the checklist are provided to help
the user get all the necessary cards to generate a data bank and provide

reports as requested.

Worksheet Instructions

l. The IFMP worksheet includes all the required command cards to
create a new file or to add and/or to replace an existing file. The
user is supposed to punch his deck in the same way as shown on the
worksheet. The usage of the NAME card is optional; it should be
mentioned that the name itself should not exceed 80 columns. The deck
of abstracts is submitted beneath the PRINT FULL and END cards.

2. The IFPP worksheet requires the user to specify fields to be
decomposed (those with numerical data). and those to be used. The IFT
card might be proceeded by a list of access numbers indicating which
abstracts are to be used for this program. If no list is included. the
program will use all of the abstracts on the data file. The additional
commands are always shown on the worksheet.

3. For the DAP program. the user is supposed only to specify the
naue.(optional) and those fields to be used and enlisted. No changer
is required for the commands.

h. The only decision to be made by the user in the DFMP deck is

to select the appropriate card out of the three: NEW FILE, ADD TO FILE,

17%

h. The only decision to be made by the user in the DFMP deck is
to select the appropriate card out of the three: NEW FILE, ADD TO FILE,
or REPLACE; and use the other four cards as illustrated.

5. Within the DFSP deck the use of 3 COMMENT card is optional and
might be proceeded by any useful information, while the QUESTION card
should be proceeded by field names as explained in Stage l.I.

6. The IRGP worksheet illustrates how a report generated request
is to be punched. Within parentheses are given explanations of those
terms which are to be specified by the user, while other comments should
be followed exactly as presented on the worksheet.

The presented checklist is basically aimed to sum up all of the
operations a user is supposed to carry out in order to implement the
model developed in this study. A user is expected to put an X (or any
other sign) in the appropriate space when an operation is satisfactorily
completed. By following these procedures, we might avoid unnecessary

increases in the total cost.

I75
I. IFMP WORKSHEET

*SIFMP

*SDELIMITER '

*SNAME

*SSEQUENCE 73 TO 80

*SNEW FILE (or *$ADD TO FILE or *$REPLACE)*
*SPRINT FULL

*$ABSTRACT

*$END

2. IFPP WORKSHEET

*$IFPP

*SDELIMITER '

*$SKIP COLUMNS

73 TO 80

*$DECOMPOSE FIELDS (Specify fields for decomposition)

9 9 )

*$0UTPUT FIELDS (Specify fields for output)

*$F|LE
*$PRINT
*ser

*$END

 

*Specify which abstract is to be replaced.

I76

3. DAP WORKSHEET

*SDAP
*SDEFINE FIELDS '
*$NAME
*$USE COLUMNS
I-80
*$USE FIELDS
TYPE, sgx, GRADE, ...
*$ENL|ST FIELDS
TYPE, SATISFACTION WITH SCHOOL,

 

*SINCLUDE
*SNUMBERS
*$F|LE DATA
*$STOP PRINT
*$DATA FILE
*$END

A. DFMP WORKSHEET

*$DFMP

*$NEW FILE (or *SADD TO FILE or *$REPLACE)
*$PRINT

*$DATA FILE

*SEND

I77

5. DFSP WORKSHEET

*$DFSP
*$DELIMITER .
*SQUESTION

*SEND
DFSP WORKSHEET

(FOR COUNSELORS' REPORT ONLY)
*SDFSP
*$DELIMITER '
*5RELEVANCE INDEX = I
*SMINIMUM RELEVANCE IS 999
*SQUESTION

'TYPE, SECONDARY STUDENT = I000 (or PARENT/FACULTY IOOO)

'SATISFACTION WITH SCHOOL, LIKE-SHCOOL, .EQ.A

 

*$END

*$IFRP
*$DELIMITER '
*sPRINT N LINES
*$REPORT

*SEND

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APPENDIX 8

WHAT DO YOU THINK ABOUT YOUR SCHOOL
Secondary Students
Parents

Faculty

180

WHAT DO YOU THINK ABOUT YOUR SCHOOLS?

(c) Herbert C. Rudman, I967

This questionnaire represents one of several methods being
used to analyze your school situation. Faculty members,
parents of school children, other adults, high school
students, and grade school students are being asked to
complete similar questionnaires designed to measure the
reaction of the community to its schools.

YOUR ANSWERS WILL BE COMPLETELY ANONYMOUS. DO NOT WRITE
YOUR NAME ANYWHERE ON THIS FORM.

 

 

Please check the statement that comes closest to answering
each question. After completing this form, please return
it to a proper collection point.

Thank you so much for taking the time to complete this

questionnaire. We need to know how you feel about your
schools so that they can be made even better than they

are today.

I. School District

 

2. Check one:
Elementary Student I.
Secondary Student 2.

Parent of Student

Enrolled in
Public School 3.

Patron (No
Children
Enrolled
in Public
School) 4.

Faculty Member 5.

2 Secondary Student
Questionnaire

How well do you like school?

Very well
Quite well
Very little
Not at all

JTWN—P

Do you feel that you are ”one of the group“ in your school?

Yes
Usually
Sometimes
No

JPWN-d

Generally, how well do you think your teachers know you?

Very well I.
Somewhat 2.
Little 3.
Not at all 4.

Generally, do you feel that your teachers are interested
in you as a person?

Yes I.
Somewhat 2.
Little 3.
Not at all A.

Generally, do you feel that your teachers are willing to
help you when you have a problem?

Yes I.
Sometimes 2.
Little 3.
No A.

How proud are you of your school?

Very I.
Some 2.
Little 3.
None A.

IO.

ll.

l2.

l3.

IA.

l5.

3 Secondary Student
Questionnaire

Do you feel that your school compares favorably with other schools
that you know about in:

 

Very Slightly
Favorably Favorably Favorably Unfavorably_
Curriculum l. __ 2. __ 3. __ A.
Teaching staff I. _______ 2. _______ 3. _______ A.
Building l._______ 2. _______ 3. _______ A.
Equipment l. __ 2. __ 3. _ A. __

How satisfied are you with your school?

Very satisfied
Satisfied
Dissatisfied

Very dissatisfied

bWN-i

How interested are you in the future of your school?

Very interested
Interested
Disinterested

Very disinterested

RWN-i

How much of what you are studying in school do you think
will be valuable to you:

Practically everything 1
Most everything 2.
Half 3.
Very little A

How much do you think you are learning from your studies?

A great deal I.
Something 2.
A little 3.
Very little A.

How much interest do your parents Show in your school work
and related activities?

A great deal I.
Somewhat 2.
Very little 3.

A.

None

I5.

l6.

I7.

l8.

IS.

20.

A Secondary Student
Questionnaire

Is there a chance for you to attent as many of the school
parties, plays, games, and clubs as you would like to?

Always

Most of the time
Once in a while
Never

«PLAIN-

How much work do you have to do to ”keep up” in your
school studies?

Too much
About right
Not very much
None at all

RWN‘

How much homework do you have?

None at all

Little

About right

More than I can do

PWN-i

Does your school offer as many extra-curricular activities
as you would like to see offered?

All that are needed
Most that are needed
Few that are needed
None that are needed

«P’WN-fi

Does the school create enough interest in extra-curricular
activities?

A great effort is made I
An effort is made 2.
Little effort is made 3.
No effort is made A

Does your school offer a wide enough choice of courses
for you to take?

Wide choice
Enough choice
Little choice
No choice

«PWNH

2].

22.

23.

2A.

25.
26.
27.
28.
29.

Secondary
Question

Student
naire

Are there subjects that you would like to take that are not

offered by your school?

Many
Some
Few
They now have enough

How much help do you get from the
the school library?

All I need

Most of the help I need

Some of the help I need

I never the use the
school library

kWN-d

librarian

# WNH

 

How do you feel about the money you have to
extra-curricular activities such as ball games, proms,

yearbooks, and clubs?

Too much money

About right

Very little

We don't have to pay

How much of what you are studying
of use to you?

Most

About half
Less than half
Very little

Check the activities and services that you feel are essential

to a good school curriculum:

«PWN—

RWN-d

 

when you go to

spend for

you think will be

 

 

Very Not
Essential Essential Essential
Audio-visual aids l. _______ 2. 3. _______
Physical education l. _______ 2. _______ 3.
Field trips I. _______ 2. 3. _______
Music I. ______. 2. 3.
Art I. 2. 3.

of Time

##«P-L‘J?

30.
3|.

32.
33.
3A.

35.

36.
37.
38.)
39.

AO.
Al.
A2.

A3.

AA.

Hot lunch

Physical and
Dental exams

Job placement
Guidance
Speech correction

Mental health
services

Remedial reading
Special education
Adult education

Agriculture
programs

Social.activities
Summer school

Driver training

Very

Essential

l.

 

Is your school overcrowded?

Very crowded

Crowded

Enough room
Excess space

2.

#WN‘

Essential

 

Secondary Student
Questionnaire

Not Waste

Essential of Time
3. _______ A. ______-
3. _______ A. _______
3. _______ A. _______
3. _______ A. _______
3. _______ A. _______
3. _______ A. _______
3. _______ A. _______
3. _______ A. _______
3. _______ A.
3. _______ A. _______
3. _______ A. _______
3. _______ A. _______
3. A.

Does your school have all of the playground, laboratory, and
classroom equipment that you feel it ought to have?

All we need

Adequate

Could use more

Lacking

#‘WN—

WHAT DO YOU THINK ABOUT YOUR SCHOOLS?

(c) Herbert C. Rudman, I967

This questionnaire represents one of several methods being
used to analyze your school situation. Faculty members,
parents of school children, other adults, high school
students, and grade school students are being asked to
complete similar questionnaires designed to measure the
reaction of the community to its schools;

YOUR ANSWERS WILL BE COMPLETELY ANONYMOUS. DO NOT WRITE
YOUR NAME ANYWHERE ON THIS FORM.

 

 

Please check the statement that comes closest to answering
each question. After completing this form, please return it
to a proper collection point.

Thank you so much for taking the time to complete this
questionnaire. We need to know how you feel about your
schools so that they can be made even better than they
are today.

I. School District

 

2. Check one:
Elementary Student i.
Secondary Student 2.

Parent of Student

Enrolled in
Public School 3.

Patron (No
Children
Enrolled
in Public
School) A.

Faculty Member 5.

2 Parent Questionnaire

NOTE: Please indicate the grade your child or children are
attending.

Elementary (Kindergarten to 6th grade)
Secondary (7th to i2th grade)

Both Elementary and Secondary

How well do you think your children like school?

Very well I.
Quite well 2.
Very little 3.
Not at all A.

 

Do you feel that your child is accepted by his classmates
as "one of the group”?

Yes i.
Usually 2.
Sometimes 3.
No A.

Do you feel that your child's teachers really know your
child?

Very well
Somewhat
Little
Not at all

bWN-

To what extent do teachers Show a personal interest in
your child?

Much I.
Somewhat 2. ;
Little 3.
Not at all A.

 

To what extent are teachers willing to help your children
when he has a problem?

Much l.
Somewhat 2.
Little 3.
Not at all A.

IO.

ll.

l2.

'3.

iA.

Parent Questionnaire

How much pride do you have in your district's system of schools?

Very much
Some
Little
None

«PLAIN—

 

Do you feel that the schools in your district compare favorably
with other schools that you know about?

Very favorably
Favorably

Slightly favorably
Unfavorably

PHON—

 

In general, how satisifed are you with the school your child

attends?

Very satisfied
Satisfied
Dissatisfied

Very dissatisfied

How intereSted are you in the future

district?

Very interested
Interested
Disinterested

Very disinterested

#‘WN-i

PWN—

 

of the

schools in your

How much of what your child is learning in school is of

value to him?

Practically everything
Most

Half

Very little

How much is your child getting from his or her studies?

A great deal
Something

A little
Very little

PUN—

l5.

l6.

l7.

l8.

IS.

20.

A Parent Questionnaire

Is there an opportunity for your child to attend as many of the
school parties, plays. games, and clubs as he or she would like
to?

Always

Most of the time
Occasionally
Never

J-‘WN—

How do you feel about the amount of work assigned to your
children in order for them to I'keep up” with their
classwork?

Too much

About right

Not very much work
Too late

buts)—

How much homework does your child get assigned to hime by
the school?

—
0

None at all

Little 2.
Appropriate for

class work 3.
A great deal A.

Does the school offer as many plays, games, proms, and
other activities as you would like to see offered?

All that are necessary I.
Most that are necessary 2.
Few that are necessary 3.
None that are necessary A.

Does the school do enough to get your child interested
in after-school activities?

All that is necessary I. -
Most that is necessary 2.
Little that is necessary 3.
None that is necessary A.

 

Does the school offer your child a wide variety of
courses for him to take?

Wide variety I

Enough variety 2.
Little variety 3.
No variety A

2i.

22.

23.

2A.

25.

5 Parent Questionnaire

Are there courses that you would like your child to take that
are not now being offered to them?

Many
Some
Few
They have enough now

JPUJN—

How much help does your child get from the librarian when he
or she goes to the school library?

All they need I.
Most of the help

they need 2.
Some of the help

they need 3.
They have no

librarian A.

 

How do you feel about the money your children spend for such
things as proms, yearbooks, textbook fees, ball games, and
laboratory fees?

Too much money

About right

Children could pay more
They pay no money

#WN—P

 

How much of what your child is studying in school will be of
use to him after he leaves school?

Most

About half
Less than half
Very little

#WN-I

Do you feel that the school your child attends if overcrowded?

Very crowded
Crowded

Enough room
Excess space

RWN—t

6 Parent Questionnaire

Does your child's school have all of the playground, classroom,
and laboratory equipment that it needs to do an adequate job?

All they need I.
Adequate 2.
Could use more 3.
Lacking A.

 

Do you feel that there is a good relationship between the
schools and the community?

Very good I.
Good 2.
Could be improved 3.
Poor A.

 

Check the activities and services that you feel are essential
to a good school curriculum:

28.
29.
30.
3I.
32.
33.
3A.

35.
36.
37.
38.

39.
A0.

Very Not Waste
Essential Essential Essential of Time

Audio-visual aids I. 2. _______ 3. _______ A. _______
Physical education i. 2. _______ 3. _______ A. _______
Field trips I. 2. _______ 3. _______ A. _______
Music I. 2. _______ 3. _______ A. _______
Art I. 2. _______ 3. _______ A. _______
Hot lunch progranm l. 2. _______ 3. _______ A. _______
Physical and

Dental exams I. 2. _______ 3. _______ A. ____
Job placement I. 2. ______. 3. _______ A. _______
Guidance I. 2. 3. _______ A. _______
Speech correction l. 2. __ 3. __ A. __
Mental health

services l. 2. _______ 3. ______ 1L
Remedial reading I. 2” _______ 3. _______ A. _______
Adult education l. 2. 3. A.

Al.
A2.

A3.
AA.
A5.

A6.

A7.

A8.

A9.

7 Parent Questionnaire

 

 

Very Not Waste

Essential Essential Essential_ of Time
Special education I. 2. 3. A.

Agriculture

programs i. 2. 3. __ A.
Social activities I. 2. 3. A.
Summer school I. 2. 3. A
Driver training I. 2. 3. A.

 

 

What is your estimate of the social status of teachers in your
community?

Very good

Good

Could be improved
Very low status

J-‘UJN—

Do you feel that the schools inform the community adequately
about the school and the school program?

 

Excellent I.
Good 2.
Fair 3.
Poor A.

Do you feel that the school board should publish the minutes
of their meetings in the local papers?

Always
Sometimes
Occasionally
Never

JPWN—

To what degree do you feel parent-teacher relationships are
satisfactory?

Very good i.
Good 2.
Poor 3.
Very poor A.

50.

SI.

52.

53.

5A.

55.

56.

8 Parent Questionnaire

To what degree do you feel parent-teacher conferences are
desirable?

Very desirable l.
Desirable 2.
Some help 3.

A.

Waste of time

To what degree do you feel PTA's are effective?

Very effective
Effective

Slightly effective
Waste of time

J-‘UUN—

Do you feel that the school tax rate compares favorably
with the level of services rendered by the schools?

Very favorable
Favorable
Unfavorable

Way out of line

kWN-fi

Would you be willing to pay more taxes for an improved
educational program in your community?

A good deal more
Slightly more

No increase

Want a cut

J-‘UJN—

Do you feel that there is adequate communication between
parents, administration, and school board?

Excellent I.
Good 2.
Fair 3.
Poor A.

Do you know your child's teacher as well as you would like to?

Very well I.
Well 2.
Little 3.
Not at all A.

Do you feel that you Show much interest in the school work
and related activities of your children?

A great deal
Somewhat
Very little
None

RWN—

WHAT DO YOU THINK ABOUT YOUR SCHOOLS?

(c) Herbert C. Rudman, I967

This questionnaire represents one of several methods being
used to analyze your school situation. Faculty members,
parents of school children, other adults, high school
students, and grade school students are being asked to
complete similar questionnaires designed to measure the
reaction of the community to its schools.

YOUR ANSWERS WILL BE COMPLETELY ANONYMOUS. DO NOT WRITE
YOUR NAME ANYWHERE ON THIS FORM.

Please check the statement that comes closest to answering
each question. After completing this form, please return
it to a proper collection point.

Thank you so much for taking the time to complete this
questionnaire. We need to know how you feel about your
schools so that they can be made even better than they
are today.

I. School District

 

2. Check one:
Elementary Student I.
Secondary Student 2.

Parent of Student

Enrolled in
Public School 3.

Patron (No
Children
Enrolled
in Public
School) A.

Faculty Member 5.

2 Faculty Questionnaire

How well do you think that your students like school?

Very well I.
Quite well 2.
Very little 3.
Not at all A.

Do you feel that, in general, the students in your class
accept each other as “one of the group”?

Yes I.
Usually 2.
Sometimes 3.
No A.

In general, how well do you think you know your students?

Very well I.
Somewhat 2.
Little 3.
Not at all A.

In general, to what extent do you show a personal interest
in each of your students?

Much I.
Somewhat 2.
Little 3.
Not at all A.

In general, to what extent are you willing to help students
when they have problems?

Much l.
Somewhat 2.
Little 3.
Not at all A.

How much pride do you have in your school system?

Very much I.
Some 2.
Little 3.
None A.

l0.

ll.

l2.

l3.
IA.

l5.

l6.

3 Faculty Questionnaire

Do you feel that the elementary schools in your district
compare favorably with other schools that you know about?

 

Very Slightly
Favorably Favorably Favorably Unfavorably
Curriculum l. 2. 3. A.
Teaching
staff I. 2. 3. A.
Building l. 2. 3. A.
Equipment l. 2. 3. A.

 

 

Do you feel that the secondary schools in your district compare
favorably with other schools that you know about?

 

Very Slightly
Favorably Favorably Favorably Unfavorably
Curriculum i. 2. 3. A.
Teaching 9
staff l. 2. 3. A.
Building l. 2. 3. A. ‘
Equipment l. 2. 3. A.

 

 

In general, how satisfied are you with the schools in your
district?

Very satisfied
Satisfied
Dissatisfied

Very dissatisfied

#WN—

How interested are you in the future of the schools in your
district?

Very interested
Interested
Disinterested

Very disinterested

RUIN—-

l7.

I8.

I9.

20.

2i.

22.

A Faculty Questionnaire

How much of what your students are studying in school
is of value to them?

Practically everything
Most

Half

Very little

«PHOTO—0

How much do you think your students are getting from
their studies?

A great deal I.
Something 2.
A little 3.
Very little A.

Is the opportunity made easily available for all students
to attend as many of the school parties, plays, games and
clubs as they would like to?

Always

Most of the time
Occasionally
Never

RWN—

How do you feel about the amount of work assigned to your
students in order for them to ”keep up" with their
class work?

Too much work
About right

Not very much work
Too little

kWN-fi

How much homework do you assign to your students?

None at all I.
Little 2.
Appropriate for

class work 3.
A great deal A.

Does the school offer as many extra-curricular activities
as you would like to see offered?

All that are necessary I
Most that are necessary 2
Few that are necessary 3.
None that are necessary A.

23.

2A.

25.

26.

27.

5 Faculty Questionnaire

Does the school create enough interest in students to stimulate
them to partake in extra-curricular activities?

All that is necessary l
Most that is necessary 2
Little that is necessary 3.
None that is necessary A

 

Does your school offer a great enough variety in the courses
it offers its students?

Wide variety
Enough variety
Little variety
No variety

RUIN—

 

Are there courses which should be offered your students that
are not now being offered to them?

Many l.
Some 2.
Few 3.
They now have

enough A.

 

How much help do your students get from the librarian when
they go to the school library?

All they need I.
Most of the help
they need 2.
Some of the help
they need 3.
We have no library A. -_—__—-

 

How do you feel about the money children have to spend for
extra-curricular activities and fees that are required for
books, gym, laboratories, and the like?

Too much money I.
About right
Students could

pay.more 3.

We don't levy
these charges

.P

6 Faculty Questionnaire

How much of what your students are studying will be of use
to them after they leave school?

Most

About half
Less than half
Very little

 

#WNH

 

Check the activities and services that you feel are essential
to a good school curriculum:

29.
3o.
3i.
32.
33.
3A.
35.

36.

37.
38.

A0.
Al.
A2.
A3.

1.4.
A5.
A6.

Very Not Waste
Essential Essential Essential of Time

Audio-visual aids l. 2. 3. A
Physical education I. 2. _______ 3. _______ A.
Field trips I. 2. _______ 3. A
Music I. 2. _______ 3. A.
Art l. 2. 3. A.
Hot lunch programs I. 2. 3. A.
Physical and

Dental exams l. 2. 3. A.
Job placement l. 2. 3. A.
Guidance l. 2. 3. _______ A.
Speech correction l. 2. _______ 3. A.
Mental health

services I. 2. 3. A.
Remedial reading I. 2. _______ 3. _______ A.
Special education I. 2. 3. A.
Adult education I. 2. 3. _______ A.
Agriculture

prograno I. 2. 3. A.
Social activities I. 2. 3. _______ A.
Driver training I. 2. 3._______ A.
Summer school i. 2. 3. A.

A7.

A8.

A9.

50.

SI.

52.

7 Faculty Questionnaire

Do you feel that the schools in your district are overcrowded?

Very crowded
Crowded

Enough room
Excess space

#WN—

Does your school have all of the playground, classroom, and

laboratory equipment it needs to enable you to do your best
work?

All we need
Adequate

Could use more
Lacking

#WN—i

Do you feel that you are getting enough supervisory assistance?

Very much
Adequate
Little
None

J—‘WN—

Do you feel that there is a good relationship between the
schools and the community?

Very good I.
Good 2.
Could be improved 3.
Poor A.

What is your estimate of the social status of teachers in
your community?

Very good

Good

Could be improved
Very low status

.l-‘WN‘

Do you feel that the schools inform the community adequately
about the school and the school program?

Excellent
Good
Fair
Poor

#WN—

53.

5A.

55.

56.

57-

58.

8 Faculty Questionnaire

Do you feel that the school board should publish the minutes
of their meetings in the local papers?

Always l.
Sometimes 2.
Occasionally 3.
Never A.

To what degree do you feel parent-teacher relationships
are satisfactory?

Very good I.
Good 2.
Poor 3.
Very poor A.

To what degree do you feel parent-teacher conferences
are desirable?

Very desirable I.
Desirable 2.
Some help 3.

A.

Waste of time

To what degree do you feel PTA's are effective?

Very effective
Effective

Slightly effective
Waste of time

J-‘WNd

Do you feel that the school tax rate compares favorably
with the level of services rendered?

Very favorably I.
Favorably 2.
Unfavorably 3.

A.

Way out of line

Do you know your students' parents as well as you would
like to know them?

Very well I.
Well 2.
Little 3.
Not at all A.

59.

60.

9 Faculty Questionnaire

Do you feel that there is adequate communication between
parents, administration, and the school board?

Excellent I.
Good 2.
Fair 3.
Poor A.

Do you feel parents show much interest in the school work
and related activities of their children?

A great deal
Somewhat
Very little
None

:UJN—

APPENDIX C

HOW MUCH INFORMATION DO YOU HAVE
ABOUT YOUR SCHOOL?

20A

HOW MUCH INFORMATION DO YOU HAVE ABOUT

YOUR SCHOOL?

This questionnaire represents one of several methods being
used to analyze the availability of information within a
school district. Administrators and curriculum planners
are presented this questionnaire to measure the flow of
communication within a community.

YOUR ANSWER WILL BE COMPLETELY ANONYMOUS. DO NOT WRITE YOUR
NAME ANYWHERE ON THIS FORM.

 

 

Please check the statement that comes closest to answering
each question.

Thank you so much for taking the time to complete this
questionnaire.

I. School District

 

2. Position

 

3. Check one:
Elementary school I.

Secondary school 2.

2 Administrative
Questionnaire

In general, how well do you think you know your community?

Very well
Somewhat
Little
Not at all

J-‘WN—

In general, to what extent do you know how much interest your
teachers are showing in their students?

Much
Somewhat
Little
Not at all

In general, to what extent
toward the schools in your

Much
Somewhat
Little

Not at all

In general, to what extent
toward the schools in your

Much
Somewhat
Little
Not at all

In general, to what extent
toward the schools in your

Much
Somewhat
Little
Not at all

#WN‘

do you know your teachers' attitudes
district?

J-‘UONd

do you know your students' attitudes
district?

#WN—

do you know your parents' attitudes
district?

bWN-d

Do you think that you know your teachers' attitudes toward
their secondary school curriculum?

Very much
Somewhat
Little

Not at all

bWN—

I2.

3 Administrative
Questionnaire

Do you think that you know your parents' attitudes toward their
secondary school curriculum?

Very much I.
Somewhat 2.
Little 3.
Not at all A.

Do you think that you know your Students' attitudes toward their
secondary school curriculum?

Very much I.
Somewhat 2.
Little 3.
Not at all A.

Do you think that you know your teachers' attitudes toward their
elementary school curriculum?

Very much I.
Somewhat 2.
Little 3.
Not at all A.

Do you think that you know your parents' attitudes toward their
elementary school curriculum?

Very much I.
Somewhat 2.
Little 3.
Not at all A.

Do you think that you know your students' attitudes toward their
elementary school curriculum?

Very much I.
Somewhat 2.
Little 3.
Not at all A.

Do you think that you know what your students' feelings are
about the practical value of their studies?

Very much I.
Somewhat 2.
Little 3.
Not at all A.

 

I3.

IS.

I6.

I8.

Administrative
Questionnaire

Do you think that you know what your teachers' feelings are about
the practical value of their students' curriculum?

Very much
Somewhat
Little

Not at all

J-‘wN—

Do you think that you know what your parents' feelings are about
the practical value of their children's studies?

Very much
Somewhat
Little

Not at all

J-‘UUN-i

In general, do you think you know how much work the students in

your schools are assigned?

A great deal
Appropriate for
class work

Little
None at all

N

Do you think you know about the desires for new programs among

your teachers?

Very much
Somewhat
Little
Not at all

#WN—

Do you think you know about the desires for new programs among

your students?

Very much
Somewhat
Little
Not at all

#WN-d

Do you think you know about the desires for new programs among

your parents?

Very much
Somewhat
Little
Not at all

#UJN—I

I9.

20.

2].

22.

23.

2A.

5 Administrative
Questionnaire

Do you think you know how your teachers are respected in this
community?

Very much I.
Somewhat 2.
Little 3.
Not at all A.

Do you think that you know about the parent-teacher relationships
in your community?

Very much
Somewhat
Little

Not at all

#WN—

Do you think that you know enough about your community's willingness
to pay additional taxes for improving school programs?

Always l.
Sometimes 2.
Occasionally 3.
Never A.

Do you think that having the information about the attitudes of
your parents, teachers and students Is desired for planning an
adequate curriculum?

Very much

To some extent
Very little
Not at all

«PHON—

Do you feel that modern technological devices for gathering
information are essential for a good school curriculum?

Very much

To some extent
Very little
Not at all

#WN—

Do you think that the cost is the major obstacle in introducing
new technological devices?

Always
Sometimes
Usually not
Not at all

PWNd

25.

26.

27.

28.

29.

30.

Administrative
Questionnaire

Do you think that you know your students' feelings about the

school and its objectives?

Very much
Some
Little
Not at all

J—‘WN—

Do you think that you know your teachers' feelings about the

schools and their objectives?

Very much
Some
Little
Not at all

bWN—

Do you think that you know your parents' feelings about the

schools in your district?

Most of them
Some of them
Very little

None of them

kWh-)—

Do you feel that you know your students' attitudes about

sex education?

Very much
Some

Very little
Not at all

J-‘WN—

Do you think that you know your teachers' attitudes about

sex education?

Very much
Some

Very little
Not at all

#WN—

Do you feel that you know your parents' attitudes about

sex education?

Very much
Some

Very little
Not at all

kWN-fl

III I III II II II III

 

1293 01729 6256