6 9 20,822 - BEE, Clifford Paul, 1939A DESCRIPTION AND ANALYSIS OF A STUDY DEVELOPED BY THE MICHIGAN DEPARTMENT OF EDUCATION FOR CONDUCTING A STATE-WIDE ASSESSMENT OF EDUCATIONAL NEEDS. Michigan State U niversity, Ph.D ., 1969 Education, general University Microfilms, Inc., Ann Arbor, Michigan A DESCRIPTION AND ANALYSIS OF A STUDY DEVELOPED BY THE MICHIGAN DEPARTMENT OF EDUCATION FOR CONDUCTING A STATE-WIDE ASSESSMENT OF EDUCATIONAL NEEDS By C liffo rd P a u l Bee A THESIS S u b m itted t o M ichigan S t a t e U n i v e r s i t y in p a r t i a l f u l f i l l m e n t o f th e re q u ire m e n ts fo r th e degree of DOCTOR OF PHILOSOPHY C ollege of E d u catio n 1969 ABSTRACT A DESCRIPTION AND ANALYSIS OF A STUDY DEVELOPED BY THE MICHIGAN DEPARTMENT OF EDUCATION FOR CONDUCTING A STATE-WIDE ASSESSMENT OF EDUCATIONAL NEEDS By C liffo rd The p u r p o s e o f t h i s an aly ze con d u ctin g needs. or s ta te lev el, of reference the for id en tify in g q u e stio n n a ire teach ers, and a n a ly z in g in (1) to provide lev e l, (2) to d escrib e id en tify in g an d a d m i n i s t r a t o r s , (3) th e needs to p resen t c o n d u c tin g an e d u c a t i o n a l need s tu d y , sugg estio n s, and p o s s ib le (4) in co n d u ctin g a fram ew ork S p e c ific a u s e f u l model ju n io r and a n a ly z e a of learn ers, a rev iew o f the in te re ste d in t o make r e c o m m e n ­ a n d comments r e g a r d i n g im provem ents lo c a l and/ ele m e n tary , l i t e r a t u r e w hich m ig ht b e u t i l i z e d by th o s e d atio n s, the need asse ssm e n t s t u d i e s . e d u c a tio n a l needs a t th e used one m ethod u se d g o a l was t o p r o v i d e study w ere: or se n io r high survey. and assessm ent of educa­ e d u c a tio n a l needs a t sp ecific fu tu re o b j e c ti v e s of the hig h , a state-w id e By d e s c r i b i n g in d eterm in in g p r i o r i t y in s tu d y was t o d e s c r i b e a s tu d y d e v e lo p e d by t h e M ic h ig a n D e p a rtm e n t o f E d u catio n for tio n a l P a u l Bee the lim ita tio n s an e d u c a tio n a l needs C liffo r d In order to r e a liz e answ ers t o th e 1. th e purpose of th is P a u l B ee study, f o llo w in g q u e s t i o n s were s o u g h t: How d o e s t h e fo rm u la tio n o f purpose affect a need study? 2. What c o n s i d e r a t i o n s sh o u ld be g iv e n t o sam ple se lec tio n ? 3. What a r e t h e c r u c i a l decisio n -m ak in g a re a s reg ard ing in stru m e n tatio n ? 4. What m ust be c o n s i d e r e d in the d a ta c o lle c tio n stag e o f any need s tu d y ? 5. How d o m e a s u r e m e n t a n d e v a l u a t i o n d ata affect fin d in g s? The a b o v e d e c i s i o n - m a k i n g q u e s t i o n s when d e s i g n i n g sh o u ld be c o n sid e re d a need a s s e s s m e n t s t u d y . The a n a l y s i s out th e tech n iq u es c ru cialn ess of the T i t l e of th e I I I Need S tu d y h a s p o i n t e d fo llo w in g f a c t o r s when c o n d u c t i n g a study of e d u c a tio n a l needs: 1. O b je c tiv e s of a proposed stu d y sho u ld g e n e ra te from a s tu d y 's goal or purpose. 2. O b je c tiv e s of a study sh o u ld be d e fin e d in term s of s p e c i f i c q u e s tio n s w hich sh o u ld be an sw ered . 3. G oals, o b jectiv es, be s t a t e d in s p e c i f i c d e sig n of the 4. and q u e s tio n s study is A stu d y concerned w ith should include segm ents of th e in the of a stu d y should manner so t h a t d irec te d th e e n tir e to w a rd them . id en tify in g e d u c a tio n a l needs sam ple o f r e s p o n d e n t s p o p u latio n a ll in a b alan ced p ro p o rtio n . C l i f f o r d P a u l Bee 5. A sam ple s h o u ld be b a la n c e d and r e p r e s e n t a t i v e because a re s p o n d e n t's own d e s i r e s , n e e d s may i n f l u e n c e h i s are c ritic a l, and th u s a ttitu d e v alu es, and to w a rd what n e ed s h i s r e s p o n s e s w i l l be a ffected . 6. When v a r i a b l e s ex p en d itu re, 7. are facto rs d ata used 9. o f the e tc . accuracy of in stru m en t u t i l i z e d s h o u ld be c o n s i d e r e d in in d ata lig h t of a g o a ls and o b j e c t i v e s . q u e stio n s D u p licatio n F ollow ing stu d ies, d ata needed t o answer a s h o u l d be made. of v a l i d and r e l i a b l e from p r e v io u s s t u d i e s 10. g eo g rap h ical area, in th e draw ing o f a sa m p le , A d e te rm in a tio n of th e s tu d y 's per pup il is c ru c ia l. c o lle c tio n 8. so cial c la ss, The s e l e c t i o n s tu d y 's such as sch o o l l e v e l, d ata av aila b le should be av o id e d . an i n v e n to r y and m a t e r i a l s , of ex istin g d ata, a d d itio n a l d a ta research needed sh o u ld be d eterm in ed . 11. Needs o r p ro b lem s sp ecific 12. id en tified o b jectiv es Need a s s e s s m e n t H aw thorne E f f e c t , (pressure e tc .) so lu tio n . sh o u ld c o n s t a n t l y be a l e r t e d on t h e d u rin g the s t a g e w h ic h m ight d i s t o r t f in d in g s. of a s tu d y 's sh o u ld be am enable t o stu d ies to p o ssib le b iases in l i g h t resp o n d en ts, d a ta c o lle c tio n o r make i n v a l i d the C liffo r d 13. D ata c o llec tio n P a u l B ee sh o u ld be review ed p e r i o d i c a l l y av o id c o ll e c t in g d a ta beyond the p o i n t w here to it is u sab le. 14. C a u t i o n s h o u l d be u s e d when g e n e r a l i z i n g e d u c a t i o n a l needs id en tified o th er schools errors or a re a s . in f a c e ts sam ple, and d a ta i n one s c h o o l o r s t a t e - a r e a B iases, m isle ad in g d a ta . and o f a s tu d y such as draw ing th e in stru m en t c o n s tru c tio n , an aly sis o v ersig h ts, to m ight r e s u l t d ata c o lle c tio n , in in a c c u r a te and ACKNOWLEDGMENTS The a u t h o r w i s h e s t o e x p r e s s h i s a t i o n t o t h e members o f h i s D r. L o u i s e M. S a u s e , B. M cKee. A lam , S p e c ia l D r. sin cere D o c t o r a l G u idance C om m ittee: C h a r l e s A. B l a c k m a n , a p p reciatio n is expressed C hairm an o f h i s D o c t o r a l C om m ittee, and s u p p o r t ap p reci­ p rovided th roughou t a ll and D r. t o D r. Jam es D a l e V. f o r the guidance phases of the d o cto ra l program . A p p reciatio n is a l s o e x p r e s s e d t o members o f t h e M ichigan D epartm ent of E d u c a tio n , w i t h o u t whose h e l p t h i s s tu d y w ould n o t have b e e n p o s s i b l e . S in cere a l s o e x t e n d e d t o M r. J o h n N o r m a n f o r h i s v alu ab le g ratitu d e assistan ce is and su g g estio n s. F in ally , th e au th o r w ish es to ex ten d h is g ratitu d e and a p p r e c i a t i o n t o h i s w i f e , p atien ce, u n d e r s t a n d i n g ,, and e n c o u ra g e m e n t, n o t have been c a r r i e d to co m pletion. ii M ary. deepest W ith o u t h e r th is s t u d y w ould TABLE OF CONTENTS Page ACKNOWLEDGMENTS ............................................................................................... ii L IS T OF T A B L E S .................................................................................................... vi C hapter I . II. III. IV . INTRODUCTION ..................................................................................... 1 P u r p o s e o f t h e S t u d y ........................................................... Q uestions ..................................................................................... A ssum ptions ............................................................................... S i g n i f i c a n c e and V alue o f t h e S tu d y . . . . D a t a S o u r c e ............................................................................... D e s i g n o f t h e S t u d y .......................................................... 2 4 5 7 11 11 REVIEW OF THE L I T E R A T U R E ..................................................... 14 I n t r o d u c t i o n ............................................................................... T he S c h o o l S u r v e y M o v e m e n t ........................................... S u m m a r y .......................................................................................... 14 17 30 RELATED S T U D I E S .......................................................................... 32 I n t r o d u c t i o n ............................................................................... M O R E L ............................................................................................... A S S I S T ............................................................................................... M ichigan S c h o o l F in a n c e S tu d y ................................ S u m m a r y .......................................................................................... 32 36 60 75 85 ESEA TITLE I I I NEEDS S T U D Y ................................................ 90 I n t r o d u c t i o n ............................................................................... D e s c r i p t i o n .......................... The P r o b l e m ..................................................................... S c o p e o f t h e S t u d y ..................................................... D evelopm ent o f th e Q u e s t i o n n a i r e . . . . The S a m p l e .......................................................................... D i s t r i b u t i o n and D a ta C o l l e c t i o n . . . . A n a l y s i s o f D a t a .......................................................... D a t a F i n d i n g s ................................................................ 90 91 91 93 94 97 102 104 107 iii C h ap ter P age A n a l y s i s ................................................................................. 121 P u r p o s e ....................................................................... 121 S a m p l e ............................................................................ 12 6 .......................................................... 132 In stru m en tatio n D a t a C o l l e c t i o n .................................................. 137 E v a l u a t i o n o f M easurem ent T e c h n iq u e s . . 140 S u m m a r y ................................................................................. 141 V. SUMMARY AND RECOMMENDATIONS.................................... 145 S u m m a r y ................................................................................. 145 D e s c r i p t i o n of T i t l e I I I Needs S tu d y . . . . D e s i g n o f t h e S t u d y ....................................... 148 D evelopm ent o f th e Q u e s t i o n n a i r e . . . . 149 T h e S a m p l e .................................................................. D i s t r i b u t i o n o f Q u e s t i o n n a i r e and D a t a C o l l e c t i o n ............................................ 149 150 A n a l y s i s o f t h e D a t a ....................................... A n a ly s is o f T i t l e I I I Needs S tu d y ...................... P h a s e s Two a n d T h r e e o f T i t l e I I I N e e d s Study . . .......................................................................... ..................................................................... R ecom m endations C o n c l u d i n g S t a t e m e n t ................................................ BIBLIOGRAPHY .............................................................................................................. 148 148 151 154 155 159 16 1 APPENDIX A. MICHIGAN MAP— FOURTEEN SAMPLED AREAS ....................... B. SURVEY OF NEEDS, RESOURCES, AND SUGGESTIONS FOR THE MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY— INTERVIEW S C H E D U L E ........................ C. D. E. F. 166 167 SURVEY OF NEEDS, RESOURCES, AND SUGGESTIONS FOR THE MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY— REPORT SHEET FOR INTERVIEWER . . 172 WAYNE COUNTY INTERMEDIATE SCHOOL DISTR IC T TITLE I I I PROJECT— INTERVIEW SCHEDULE . . . 173 DEPARTMENT OF EDUCATION, LANSING, MICHIGAN— ESEA TITLE I I I NEEDS STUDY— AUGUST, 1 9 6 8 — I N S T R U C T I O N S ....................................................... SUPERINTENDENT'S LETTER AND AUTHORIZATION 174 APPENDIX G. H. I. Page CODING SYSTEM— NEEDS STUDY QUESTIONNAIRE ( p a g e 11) 188 INSTRUMENT DISTRIBUTION FOR MICHIGAN ESEA TITLE I I I NEEDS S T U D Y ..................................................... 189 ESEA TITLE I I I STUDY PRINT OUT I N F O R M A T I O N ............................................................................... 191 LIST OF TABLES T able 1. 2. Page E a r ly su rv e y s i n d i c a t i n g th e r a p i d grow th of t h e N a t i o n a l Movement i n s c h o o l s u r v e y s , 1 9 1 0 - 1 9 1 3 ............................................................................................... 19 T he p u b l i c a n d p a r o c h i a l s c h o o l d i s t r i c t s i n th e s t a t e a r e a s , w i t h an a r e a breakdow n o f s c h o o l s s a m p l e d ....................................................................... 99 3. S tate 4. P ercen t of q u e s tio n n a ire r e t u r n fo r each of f o u r t e e n a r e a s and th e s t a t e as a w hole . . . . 5. 6. 7. 8. 9. 10. a r e a d i v i s i o n s ................................................................. 10 1 105 R an k in g s o f h i g h e s t p r i o r i t y s t u d e n t and p r o g r a m n e e d s i n M i c h i g a n ..................................................... 108 R ank in g s o f h i g h e s t p r i o r i t y s t u d e n t and program n eed s by d i f f e r e n t r e s p o n d e n ts . . . . 109 R ankings o f h i g h e s t p r i o r i t y s t u d e n t and program needs f o r e le m e n ta ry , j u n io r h ig h , a n d s e n i o r h i g h s c h o o l s i n M i c h i g a n ................................ 112 R a n k in g s o f h i g h e s t p r i o r i t y s t u d e n t and p ro g ram n e e d s by s c h o o ls h a v in g d i f f e r e n t o p e ra tin g ex p en d itu res per p u p il per y ear . 113 R a n k in g s o f n e e d i te m s by e a c h o f t h e f o u r t y p e s o f s c h o o l r e s p o n d e n t s w i t h 90 p e r c e n t c o n f i d e n c e i n t e r v a l s and p e r c e n t o f no r e s p o n s e s g i v e n f o r e a c h i t e m .......................................... 115 C a te g o r iz a tio n of the w r i t t e n resp o n se s from th e needs stu d y q u e s tio n n a ir e . . . . . . . 119 vi . . Because in c u rric u la of the new d e v e l o p m e n t s w h i c h a r e and t h e c o n s t a n t n e ed t o r e - e v a l u a t e in term s of s tu d e n t needs, tric ts these to provide it seem s v i t a l m echanism s f o r for occu rrin g program s school d is ­ form al c o n s id e ra tio n of m atters.'* ' S c h o o l F in a n c e and E d u c a t i o n a l O p p o r tu n ity in M ich ig an ; M i c h i g a n S c h o o l F i n a n c e S t u d y , a r e p o r t by J . A la n Thomas, M i c h ig a n D e p a r t m e n t o f E d u c a t i o n , L a n s in g , M ic h ig a n , 1968, p . 36. v ii CHAPTER I INTRODUCTION A problem e x i s t i n g i n many s c h o o l s t o d a y of agreem ent c o n c e rn in g th e ad m in istrato rs as th e y and b y members o f t h e b a s e d on t h e prem ise needs of le a rn e rs , are p e rc e iv e d by th e s e com m unity a t in g en eral, and s c h o o l s in d iv id u al to re ly e n tire ly of th o se b ein g on h i s ed u catio n al relev an t in e l i m i n a t i n g them . needs e x i s t should u tiliz e sp ecific tiv e of k eeping a co o p erativ e needs w ith in th e s e effo rt the needs of and e d u c a t i o n a l is cannot S o ci­ a l l o w one of what are an i n d i v i d u a l a co n tin u o u s in to each s c h o o l's (reg io n al) m ig h t be b asis, approach in categ o ries. pro­ id en tified each school id en tify in g From t h i s its own coopera­ a c o n s t a n t l y c h a n g in g and e v o l v i n g com m unity and s o c i e t y w i l l be oped, of A lthough g e n e r a l need c a t e g o r i e s o r an a r e a served. own p e r c e p t i o n s In stead a coo p erativ e e f f o r t on a s t a t e - w i d e and in d iv id u a ls and w hat s t r a t e g i e s a s s e s s m e n t o f n e e d s s h o u l d be b u i l t gram . lack teach ers, T his t h e s i s in p a r tic u la r , p rio rity approach, th e t h a t e d u c a t i o n a l p ro g ram s m ust be r e l e ­ v a n t t o th e n e e d s and d e s i r e s ety larg e. is id en tified , program s im p rov ed . stra te g ie s T his is the kind of o r g a n i z a t i o n a l p r o c e s s w h ich s h o u ld be on g o in g i f 1 d ev el­ sch o o ls are t o p ro v id e a ll co n tin u o u s q u a li t y e d u c a ti o n a l program s f o r c itiz e n s. Purpose In th is resp o n sib ility of the Study day and age o f r a p i d c h a n g e , of a ll persons in te reste d y o u t h and m ankind t o t a k e an a c t i v e part e d u ca tio n al C e rta in ly the bo th th e im provem ent. s t u d e n t and th e mount r e s p o n s i b i l i t y is com m unity i s reflected it is th e in the w e lfa re in b rin g in g about fu tu re w elfare at stak e. in the of of T his p a r a ­ co n stan t a ctiv ity l e a d i n g to w a rd c u r r i c u l u m d e v e lo p m e n t and im provem ent. C h a n g e o f a n y t y p e d o e s n o t come e a s i l y . tio n is order o fte n the fo r change mary i m p o r t a n c e in th e most d i f f i c u l t in e d u c a tio n to tak e t o have know ledge cu rricu lu m and w h a t The p u r p o s e the type of th is is to Change accom plish. p lace, of what in educa­ is it is In of p r i ­ alread y p re s e n t needed. study is to d escrib e and a n a ly z e p r o c e s s em ployed by t h e M ic h ig a n D e p a rtm e n t o f E d u c a ti o n in co n d u ctin g the Act T i t l e tify I I I Needs S tu d y . p rio rity sch o o ls 1 9 68 -69 E le m e n t a r y and S e c o n d a ry E d u c a t i o n e d u c a tio n a l needs, is b o th the T h is s tu d y p r e s e n t s altera b le needs In co n d u ctin g m ajor o b j e c t i v e t h e ESEA T i t l e model w hich c o u ld be of a s i n g l e th e ing a n o th e r s t a t e - w i d e general assessm ent. iden­ im provem ent o f and t h e e x p e c t e d outcom e. I I I N e ed s S t u d y a s an adapted to school b u ild in g a study to su rv ey in g th e or as a guide in co n d u ct­ H o p efu lly t h i s w ill 3 provide useful ev alu atio n i n f o r m a ti o n t o any sy s te m i n th e and im provem ent A listin g of i t s of s p e c if ic ed u catio n al purposes co n tin u o u s program s. in clu d es the fo llo w in g : 1. The a n a l y s i s o f t h e ESEA T i t l e III a m o d e l w h i c h may b e useful of e d u c a tio n a l needs a t e i t h e r the S tudy t o p ro v id e in co n d u ctin g lo cal a survey or s ta te lev e l. 2. The a n a l y s i s o f t h e ESEA T i t l e a m o d e l w h i c h may b e u s e f u l to id en tify may b e u s e f u l 4. or sen io r The d e s c r i p t i o n th e (1) in learn er, A rev iew Study t o p ro v id e in co n d u ctin g a survey e d u c a tio n a l needs at the ele m e n tary , ju n io r h igh, 3. III of the hig h lev e l. of a Needs S tudy I n s tr u m e n t w hich id e n tify in g e d u c a tio n a l needs (2) teach er, lite ra tu re and on t h e (3) of ad m in istrato r. school survey m o v e m e n t w h i c h may be u s e f u l t o th o s e p la n n in g t o undertake of id e n tify in g the task and e l i m i n a t i n g e d u c a tio n a l problem s. 5. A review of r e c e n t on t h e c o n s t r u c t i o n III 6. t h a t had a d i r e c t b earin g a n d e x e c u t i o n o f t h e ESEA T i t l e Needs S tu d y . R ecom m endations, th e stu d ies lim ita tio n s su g g estio n s, and p o s s i b l e in g an e d u c a t i o n a l n e e d s and com m ents r e g a r d i n g im provem ents i n c o n d u c t ­ survey. T his study, then, d e s c r i b i n g and a n a ly z in g is a d d re sse d t o the one p r o c e s s used in d e te rm in in g the p r i o r i t y e d u c a t i o n a l n e e d s f o r K-12 p r o g r a m s an d /o r s t a t e for fu tu re c u rricu lu m lev e ls, and t o p r o v i d e need assessm en t s t u d i e s . im provem ent, a fo cal p o in t at These As a n i n i t i a l id en tifie d upon w hich the lo cal a fram ew ork o f r e f e r e n c e one m u st i d e n t i f y w h a t the e d u c a tio n a l program . provide problem of is step in lack in g needs w i l l i m p r o v e m e n t may b e in then in iti­ ated . Q u estio n s In order to r e a liz e answ ers t o th e purpose fiv e q u e stio n s stu d y is to is based. b a sic decisio n -m ak in g and d e a l t w i t h purpose of th is study, fo llo w in g q u e s tio n s w i l l be so u g h t. of th ese upon w hich t h i s th e provide a general These q u e s tio n s w i l l be p r e s e n t e d fram ew ork deal w ith a r e a s w h ich m ust be c o n s i d e r e d in any n eed a s s e s s m e n t s t u d y . q u e s t i o n s w i l l be f o c u s e d The A lthough th e s e upon th r o u g h o u t t h i s again fo r fin al an aly sis th esis, th ey and c o n c l u s i o n s i n C h a p t e r V. 1. How d o e s t h e fo rm u la tio n of purposes affect a need study? 2. W hat c o n s i d e r a t i o n s s h o u ld be g i v e n t o sam ple selectio n ? 3. W hat a r e t h e c r u c ia l decisio n -m ak in g in stru m en tatio n ? areas reg ard in g 5 4. W h at m u s t b e c o n s i d e r e d in th e d ata co llec tio n stag e o f any need s tu d y ? 5. How d o m e a s u r e m e n t a n d e v a l u a t i o n t e c h n i q u e s th e d ata affect fin d in g s? A ssum ptions The f o l l o w i n g a s s u m p t i o n s a re b a s e d on a s t u d y o f e d u c a tio n a l needs: 1. The t r e n d of in c re a s in g com p lex ity in s o c ie ty is m o s t c o m p e l l i n g r e a s o n why e d u c a t i o n a l a g e n c i e s a ll l e v e l s m ust d e v e lo p p l a n s and a n a l y s i s 2. should, 3. in so far as p o s s ib l e , facts be th at a resu lt are of su b jected trea tm e n t. B ecause of i t s stra te g ic co n tin u o u s survey a r e made w i t h r e g a r d t o e d u c a t i o n a l a n a l y s i s b a s e d on a d e q u a t e to ra tio n a l at of e d u c a tio n a l n eed s. D ecisio n s th a t change for the state-w id e sta tu s, p o s itio n to b eg in T itle III, a sy stem atic is in a survey of e d u c a tio n a l needs. 4. The c o m b i n e d e f f o r t lo cal of a ll people in v o lv ed w ith th e s c h o o l s y s te m s h o u ld be u t i l i z e d ing th o se areas of th e c u rric u lu m in id en tify ­ in need of im prove­ ment . 5. The p u b l i c and n o n - p u b l i c sch o o ls in M ichigan have no o r g a n i z e d m ethods and p r o c e d u r e s t h e i r e d u c a tio n a l needs. for id en tify in g 6 6. Local school d i s t r i c t s sc ie n tific are h andicapped in m ethodology in th e needs using s c i e n t i f i c sc arc ity d esig n It is m ethodology b e c a u s e p o ssib le for of a lo c a l school b u ild in g teacher) school, I f w ide d i s a g r e e m e n t s and over th e to th at e d u catio n al lead ers are c ap a b le j u d g m e n t s on n e e d s E x p r e s s e d o p i n i o n s by t h o s e o p in io n s. "real" assig n ed above a s s u m p tio n t h a t T his lo cal o f m aking r e f i n e d is not v a lid . com pleting th e assu m p tio n is in stru ­ made t h a t n e e d s e x p r e s s e d by a n i n d i v i d ­ u a l c a n n o t be s c i e n t i f i c a l l y 10. should be the w ith the b e l i e f p rio rity sch o o l. perhaps felt the lead er occur over w hether needs e x i s t p rio ritie s and a c c u r a t e lay id en tify among t h e m , or such (su p erin ten d en t, alo n g w ith a l o c a l e d u c a tio n a l needs of th a t ment a re to the p r o f e s s io n a l e d u c a tio n a l a s s o c ia te d w ith the 9. c a p a b ility stu d ies. p rin cip al, 8. of th e in f o r m a tio n system s used in c o n d u c tin g lead ers use of survey of e d u c a tio n a l of key p e rs o n n e l w ith the e v alu atio n 7. the v e rified as t r u l y felt needs. E d u c a tio n a l n e ed s have enough s i m i l a r i t y w i t h i n v ario u s areas of the sta te t h a t need id en tificatio n and p r o j e c t d e v e lo p m e n t c a n be e f f e c t i v e l y p lish ed v olve on a r e g i o n a l many d i s t r i c t s in the very larg e area b a s is . w ith in d istric ts T h is co u ld a reg io n al of th e accom­ in ­ area except sta te . 11. The o u t c o m e s o f a n e d u c a t i o n a l n e e d s study w i l l lead to : a. Im proved sc h o o l-c o m m u n ity r e l a t i o n s h i p s . b. Im proved p r o f e s s i o n a l c. Im proved t e a c h i n g - l e a r n i n g d. B e tter u tiliz a tio n of p h y sic al f a c i l i t i e s . e. B e tter u t il i z a ti o n o f com m unity r e s o u r c e s . S ig n ifican ce The p a s s i n g and V alue grow th of s t a f f co n d itio n s. and S e c o n d a ry Educa concern fo r im proving e x i s t i n g e d u c a t i o n a l p ro g ra m s. s i o n s o f ESEA, fiv e title s III, is d irec tly rela te d E d u c a t i o n ESEA N e e d s S t u d y . clu d es th e u p g r a d i n g and Under th e p ro v id e d funds fo r ment and e x t e n s i o n o f e d u c a t i o n . members of th e Study of th e E lem en tary t i o n A c t o f 1965 e m p h a s i z e d t h e T itle assessm ent One o f t h e s e th e provi im prove title s, t o th e M ichigan D epartm ent Q uite b r i e f l y , T itle III fo llo w in g fu n c tio n s : T it l e I I I p ro v id e s funds fo r h ig h ly in n o v a tiv e and e x e m p la r y s u p p l e m e n t a r y e d u c a t i o n a l s e r v i c e s t h a t d o n o t now e x i s t e i t h e r i n q u a l i t y o r q u a n ­ tity . The p r i m a r y o b j e c t i v e s o f T i t l e I I I a r e t o t r a n s l a t e know ledge a b o u t t e a c h i n g and l e a r n i n g i n t o w id e s p r e a d e d u c a t i o n a l p r a c t i c e and t o c r e a t e an a w a r e n e s s o f new p r o g r a m s a n d s e r v i c e s o f h i g h q u a l i t y t h a t can be i n c o r p o r a te d in s c h o o l p r o ­ gram s a t t h e e l e m e n t a r y and s e c o n d a r y l e v e l . It encourages e d u c a to rs t o d ev elo p b old, c r e a tiv e p r o j e c t s w h i c h i l l u s t r a t e new i d e a s , e n r i c h t h e c u r r i c u l u m a n d sh o w p r o m i s e o f b e c o m i n g m o d e l dem o n stratio n c e n te rs fo r o th e r e d u c a to rs . T itle I I I i s an e f f o r t t o a c c e l e r a t e th e s e a r c h f o r s o l u t i o n s t o e d u c a t i o n a l p ro b le m s and a l r e a d y i s in ­ 8 show ing s i g n s o f b eco m in g th e sym bol and f o r c e f o r chan ge i n A m erican e d u c a t i o n . 1 A second t i t l e , and i s d escrib ed T itle IV , is m o re in d ire ctly rela te d as fo llo w s : T i t l e IV w a s d e s i g n e d t o s t i m u l a t e a c t i v i t y i n e d u c a t i o n a l r e s e a r c h and t h r o u g h s u c h a c t i v i t y t o im prove e d u c a t i o n a l p ro g ra m s t h r o u g h o u t th e c o u n try .2 The r e l a t i o n s h i p of T itle a se c tio n d e a lin g w ith assessm ent relev an ce IV i s d i s c u s s e d later in i n v e s t i g a t i o n s w h ic h had t o th e M ic h ig a n D ep artm ent o f E d u c a tio n Needs S tudy. By a n a l y z i n g t h e Study, it bo th i t s v io u sly is p r o c e s s o f t h e M i c h i g a n ESEA N e e d s assum ed t h a t stre n g th s sta te d fu tu re and w e a k n e sse s goal of e d u c a tio n a l program s. upgrading If may c a p i t a l i z e and s t r i v e f o r th e on pre­ and im p ro v in g e x i s t i n g n o t h i n g more, b e n e f i t by o m i t t i n g m is ta k e s fin an ces. stu d ies t h a t were fu tu re stu d ies w ill so c o s t l y Van D a l e n d i s c u s s e s t h e v a l u e of th e in tim e above and as fo llo w s: B e f o r e much p r o g r e s s c a n b e made i n s o l v i n g p r o b l e m s , men m u s t p o s s e s s a c c u r a t e d e s c r i p t i o n s o f th e phenomena w i t h w h ich t h e y w o rk — t o s o lv e problem s a b o u t c h i l d r e n , sc h o o l a d m i n i s t r a t i o n , cu rricu lu m , or the te a c h in g of a r ith m e tic , d e ­ s c r ip tiv e re s e a rc h e rs ask th ese i n i t i a l q u e s tio n s : W hat e x i s t s ? — W hat i s t h e p r e s e n t s t a t u s o f M ichigan D epartm ent of E d u c a tio n , R e p o rt t o th e L e g i s l a t u r e on th e F e d e r a l E le m e n ta ry and S e c o n d a r y E d u c a ­ t i o n A ct o f 1965 ( L a n s i n g , M i c h i g a n : S t a t e B oard of E duca­ t i o n , D e p a r t m e n t o f E d u c a t i o n , A p r i l 1, 1 9 6 7 ) , p . 9. 2I b i d . , p. 12. 9 th e s e phenomena? D eterm in in g the n a tu re of p r e v a i l i n g c o n d i t i o n s , p r a c t i c e s , and a t t i tu d e s--se e k in g accu rate d e s c rip tio n s of a c t iv ­ i t i e s , o b j e c t s , p r o c e s s e s , and p e r s o n s — i s t h e i r o b jec tiv e . They d e p i c t c u r r e n t s t a t u s and som e­ t i m e s i d e n t i f y r e l a t i o n s h i p s t h a t e x i s t among phenomena or t r e n d s t h a t a p p e a r t o be d e v e l o p i n g . O c c a s i o n a l l y , t h e y a t t e m p t t o make p r e d i c t i o n s about the fu tu re e v e n t s .3 In review ing th e fo u n d t h a t were lite ra tu re , in d ic ativ e of th e o th er s o u r c e s were grow ing c o n c e rn f o r iden­ tif y in g e d u catio n al needs. The U . S . O . E . f i r s t s e t up t h e c o n c e p t o f n a t i o n a l p r i o r i t i e s i n 1965i n o r d e r t o e n c o u r a g e T itle III p r o j e c t s w h ich w ould h e l p s o lv e " c r i t i c a l p r o b ­ lem s" i n th e n a t i o n a l i n t e r e s t . But th e problem s c h a n g e — and as a r e s u l t , t h e U .S .O .E . f e l t t h e need t o re-ex am in e and r e v i s e th e l i s t . 4 A nother so u rc e has s ta te d : P a r t o f th e r e a s o n seem s t o be t h a t th e p r o c e d u r e s f o r a s s e s s i n g n e e d s and a s s i g n i n g p r i o r i t i e s t o them a r e n o t w i d e l y u n d e r s t o o d . To r e s o l v e t h e dilem m a, t h e U .S .O .E . and a number o f s t a t e s and l o c a l i t i e s a r e w o r k i n g on im p ro v e d m eth o d s f o r m easuring th e p erform ance of e d u c a tio n a l sy stem s, i d e n t i f y i n g p o i n t s o f w e a k n e ss, and e s t i m a t i n g th e p ro b ab le a f f e c t s of proposed so l u t i o n s . 5 3 R esearch p. 184. 4 D e o b o l d B. V a n D a l e n , U n d e r s t a n d i n g E d u c a t i o n a l (New Y o r k : M c G r a w - H i l l B o o k C o m pany , I n c . , 1 9 6 2 ) , PACE R e p o r t ; A Look a t E v a l u a t i o n ( C h a r l e s t o n , Illin o is: E a s t e r n I l l i n o i s D e v elo p m en t and S e r v i c e U n i t , November, 1 9 6 7 ), p . 17. 5 N o r m a n D. K u r l a n d , " B e t t e r L o c a l Use o f T i t l e I I I , T h e o r y I n t o P r a c t i c e , e d . b y J a c k R. F r y m i e r ( C o l u m b u s : C o l l e g e o f E d u c a t i o n , The O h io S t a t e U n i v e r s i t y , 1 9 6 7 ) , p. 151. 10 To f u r t h e r su b sta n tia te the need f o r p ro v id in g in f o r m a tio n w hich c o u ld be u se d in f u t u r e t i o n a l needs, surveys of educa­ Van D a l e n s t a t e s : D escrip tiv e s tu d ie s th a t o b tain accu rate f a c ts about e x is tin g c o n d itio n s or d e te c t s i g n i f i c a n t r e l a t i o n s h i p s b e tw ee n c u r r e n t phenomena and i n t e r p r e t th e m eaning o f th e d a t a p r o v id e e d u ­ c a t o r s w i t h p r a c t i c a l and im m e d ia te ly u s e f u l in fo rm atio n . F a c tu a l in fo rm atio n about e x i s t ­ i n g s t a t u s e n a b l e s members o f t h e p r o f e s s i o n t o make m ore i n t e l l i g e n t p l a n s a b o u t f u t u r e c o u r s e s of a c t i o n and h e lp s them i n t e r p r e t e d u c a t i o n a l p r o b l e m s m o re e f f e c t i v e l y t o t h e p u b l i c . P e rti­ n e n t d a t a r e g a r d i n g t h e p r e s e n t s c e n e may f o c u s a t t e n t i o n upon n e e d s t h a t w ould o t h e r w i s e re m a in un n o ticed . T h e y may a l s o r e v e a l d e v e l o p m e n t s , c o n d itio n s , o r tr e n d s t h a t w i l l co nvince c i t i z e n s to keep pace w ith o th e r s or to p re p a re f o r p ro b ­ ab le f u tu r e e v e n ts . S ince e x i s t i n g e d u c a tio n a l c o n d i t i o n s , p r o c e s s e s , p r a c t i c e s , and pro gram s are c o n s t a n t l y c h a n g in g , t h e r e i s alw ays a need fo r u p -to -d a te d e s c r i p t io n s of what i s ta k in g p l a c e .6 It w ritten . a ctu al If study state-w id e rely is because of t h is a d e ta ile d is d e scrip tio n acc essib le , lo cal, im provem ent. th is in te rm ed iate, as a b a s ic p r o c e d u r e s may b e r e v i s e d demands o f v a r i o u s Van D a l e n , or m odel, a ltere d sc h o o l sy stem s. op. c i t ., is bein g o f an an d /o r a f r a m e w o r k on w h i c h t o on c o n ti n u o u s e v a l u a t i o n D esigned th esis and a n a l y s i s s c h o o l sy ste m s w i l l have in c a rry in g 6 need t h a t p. 2 1 2 . and c u r r i c u l u m the m ethods t o meet th e and d ifferen t 11 D ata Source P rim ary sources of in fo rm atio n d e v e l o p e d by p e r s o n n e l d i r e c t l y in clu d e: m ateria ls to th e o rg an izatio n rela te d and i m p l e m e n t a t i o n o f t h e ESEA N e e d s S t u d y ; personal in te r­ v i e w s and c o n v e r s a t i o n s w i t h p e r s o n n e l w h o a s s u m e d l e a d e r ­ ship r o le s in c o n d u c tin g involvem ent in t h e ESEA N e e d s S t u d y ; P h a s e one o f t h e personal ESEA N e e d s S t u d y . * i Secondary so u rc es in t h e form of books, r e l a t e d t o the to p ics of in fo rm a tio n p erio d icals, in clu d e: m ateria ls and o t h e r p u b l i c a t i o n s of c u rric u lu m im p ro v e m e n t and e d u c a ­ tio n a l surveys. D esign of th e The d e s i g n o f t h i s lim in ary in v e stig a tio n s general to p ic prelim in ary lite ra tu re those s t u d y was f o r m u l a t e d had been co n d u cted re g a rd in g the sp ecific purposes of the S tudy. in clu d ed a g e n e ra l review on e d u c a t i o n a l surveys, a d e ta ile d in terv iew s re la te d to review t h e ESEA T i t l e III T h is of th e of Needs and d i s c u s s i o n s w i t h M ic h ig a n S t a t e U n i v e r ­ and M ic h ig a n D e p a rtm e n t of E d u c a t i o n r e s e a r c h s t a f f , re v ie w of e d u c a t i o n a l n e e d s r e l a t e d ment, after pre­ in v estig atio n stu d ies d ir e c tly Study, sity and th e Study and a p e r s o n a l c o n t a c t w i t h to c u rricu lu m a im prove­ t h e ESEA N e e d s S t u d y a s *By u t i l i z i n g t h e a b o v e p r i m a r y a n d s e c o n d a r y s o u r c e s , t h e w r i t e r w i l l be p r o t e c t e d from p o s s i b l e b i a s w hich m igh t o t h e r w i s e a p p e a r due t o t h e n a t u r e o f th e w r i t e r ' s own p a r t i c i p a t i o n i n P h a s e o n e o f t h e S t u d y . an 12 In fo rm atio n A nalyst. tio n , Follow ing t h i s p relim in ary in v e stig a ­ p r o c e d u r e s were d e v e lo p e d t o c a r r y o u t t h i s ch ap ter o u tlin e of th ese C h ap ter I purpose, th esis assum ptions, I I p ro v id es movement a s i t S tu d y and t h i s in clu d es d ire c tly A lso in c lu d e d and v a l u e , to review of the t h e ESEA T i t l e com bines a re v ie w o f th e is rela te d to a series t h e ESEA T i t l e of s p e c ific g e n e r a te d from C h a p te rs I I I I I Needs C hapter IV i s III in t h is lite ra tu re on and I I I , a d e ta ile d I I I Needs S tu d y . q u e s t io n s w hich are These q u e s t i o n s w ere and p r o v i d e r e f l e c t i o n when f o c u s i n g on t h e T i t l e t h e ESEA T i t l e school a lo n g w i t h an a c c o u n t of th o s e u s e d as a fram ew o rk f o r C h a p te r IV . S tu d y 's an i n t r o d u c t i o n , sig n ific an c e a b rief is re la te d g e n e ra l e d u c a tio n a l needs In clu d ed as fo llo w s : th esis. C h ap ter I I I stu d ies is A and d e s ig n . C h ap ter survey of th is q u estio n s, d a ta source, procedures stu d y . III for S tudy. d escrip tio n Needs S tu d y from i t s a b asis o f P h a se one o f o r ig in to co m p letio n . c h a p t e r w i l l be a p r e s e n t a t i o n o f t h e s ig n if ic a n t d ata fin d in g s . III Study as r e l a t e d III is to the An a n a l y s i s q u estio n s p resen te d of the T it l e in C hapter also p resen ted . C h ap ter V p r e s e n ts by recom m endations, a su m m ary o f t h e su g g estio n s, p ro b lem s w h ich m ust be c o n s i d e r e d th esis fo llo w ed and com m ents r e g a r d i n g t h e in th e id en tific atio n of 13 e d u c a tio n a l needs through school su rv ey s. th is c h a p te r w i l l be a d i s c u s s i o n ex p ected r e s u l t s A lso in c lu d e d of the p ro c e d u re s and o f P h a s e s Two a n d T h r e e o f t h e S t u d y . in CHAPTER I I REVIEW OF THE LITERATURE In tro d u ctio n R e c e n t l y t h e r e h a s b e e n an i n c r e a s i n g demand by elem en tary and s e c o n d a r y s c h o o l s upgrade b o th th e q u a lity E d u c a to rs have engaged e d u c a tio n a l g o als and r e o r g a n i z e these e f f o r t s in th ro u g h o u t the and q u a n t i t y of p u b lic ed u catio n ,, a co n certed e f f o r t and o b j e c t i v e s , co u n try to to rea ssess id e n t i f y e d u c a tio n a l needs, and s t r e n g t h e n e d u c a t i o n a l p ro g ra m s . reveal A ll of o n e common e l e m e n t — e v a l u a t i o n . e v a l u a t i o n h a s m o st commonly b e e n i n t h e T his form of a sc h o o l survey. The s c h o o l s u r v e y of e x is tin g co n d itio n s. referred to th e ment f o r the is E d u ca tio n al re s e a rc h e rs school survey study conducted to r e v e a l of ap p lied e d u c a tio n a l re s e a rc h em ployed i n t h e g ath erin g has ap p eared n atu re have as a m ost s i g n i f i c a n t and im provem ent of education."*' form s w i t h num erous d i f f e r e n t the in stru ­ T h is type in a v a rie ty m ethods and p r o c e d u r e s of d a ta . "*'Dan H. C o o p e r , " S c h o o l S u r v e y s , " E n c y c l o p e d i a o f E d u c a t i o n a l R e s e a r c h , e d . b y C h e s t e r W. H a r r i s (New Y o r k : Th e M a c m i l l a n C om pany, 1 9 6 0 ) , p p . 1 2 1 1 - 1 2 1 2 . 14 of To m e e t t h e tio n a l q u an tity o fte n taken it and q u a l i t y , sonnel, T h is school o f f ic ia ls of c e n tra l p rin cip als, have and c o n d u c t " s e I f - s u r v e y " approach has o fte n been and e f f e c t i v e . u tiliz a tio n p u b lic upon th e m se lv e s t o c o n s t r u c t school surveys. successful a f o r e m e n t i o n e d demand t o u p g r a d e e d u c a ­ Its s tro n g p o in t has been th e ad m in istrativ e teach ers, and s u p e r v i s o r y p e r ­ lay persons, and ev en s tu d e n t T h i s u n i t e d e f f o r t by b o t h s c h o o l and com m unity c e r t a i n l y co n trib u te s ness to th e in t h i s s u rv e y 's e f f e c t i v e n e s s . approach, how ever, and k n o w le d g e on t h e p a r t w ith re s p e c t to sc ie n tific accu rate e v a lu a tio n is of th e th at The m a j o r w e a k ­ a lack of a b i l i t y s u r v e y team o f t e n e x i s t s m ethodology and, of e x i s t i n g c o n d itio n s th erefo re, an is d i f f i c u l t to ach iev e. ^ A s e c o n d a p p r o a c h u s e d b y many s c h o o l s y s t e m s b e e n t o em ploy u n i v e r s i t y personnel T h is m ethod h a s b e e n e f f e c t i v e resu lts as a g u id e approach i s to fu tu re th at o fte n the the p e rs o n n e l o f th e If one b e l i e v e s 2 n e rs," actio n . the as su rv ey c o n s u l t a n t s . in th e in a w e a lth of v a lu a b le has past and g e n e r a l l y i n f o r m a tio n w hich can se rv e A m ajor draw back t o t h i s l a y com m unity and so m etim es e v e n school b ein g surveyed many s t u d i e s re la tin g are n o t inv o lv ed in v olvem ent t o 0. P a u l Roaden, " S u r v e y s — V a lu a b le T o o l f o r P l a n ­ A m e r i c a n S c h o o l a n d U n i v e r s i t y , XXXVII (May, 1 9 6 5 ) , ^Ib id . 16 success in e n d e a v o r s s u c h as t h i s , p lan n in g s h o u ld be used b e f o r e A th ird p riv ate h ig h ly tra in e d surveys. firm s. They a r e and s k i l l e d firm s to the fact th at im prove e d u c a t i o n . and u s u a l l y survey. o f any o r a l l under the d i r e c ti o n c atio n , advantage th ere th at is the 5 I b i d . , p. su rv e y and f u n c t i o n team . Thus, serv ice 25-27. yet at of com m u n ity -sch o o l p a r t i c - of school surveys does not along w ith c o n sen su s 27. a school and a s s i s t a n c e , i n m ethods and p r o c e d u r e s . a concern w ith 4I b i d . , pp. in th e 5 h isto ry t e c h n i q u e s of s u r v e y w ork. approach A l l members o f of p r o f e s s io n a l q u a lity , and u n d e r s t a n d i n g . any c a s e , best a p p r o a c h s i m p l y u s e s a com­ h igh q u a lity same t i m e g a i n t h e how ever, T his in v o lv ed and c o n s e q u e n tly a s u rv e y rev eal co nsistency p o s s ib ly the of a c o n s u ltin g u s u a l l y w ould r e c e i v e In and o f th e above m ethods. school-com m unity are c ate, and 4 the c o o p e ra tiv e ip atio n to the in c o n d u c tin g not acq u ain ted w ith re c e n t e d u c a tio n a l re s e a rc h b in atio n the t o em ploy are r e l a t e d in a p ro fit-m ak in g e n te rp ris e A fo u rth a lte rn a tiv e the is personnel a v a ila b le have no in n e r d e s i r e inv o lv ed program s. is school survey B e n e fits here and c a r e f u l approach. D isa d v an ta g es rang e from expense t o o fte n th ese are u sin g th is approach t o the c o n su ltin g then c a u tio n im p ro v in g for It does in d i­ im proving ed u ­ t h e m e th o d s and 17 The b asic sp ecific in te n t of th is fo u n d atio n co n cern in g provide and t h e school surveys a background fo r th e form at of t h i s report fu tu re. is rem ain d er of geared to th e is sta te . by h a v in g a c l e a r p e r s p e c t i v e lo o k tow ard th e It th is p ast, of th e is to provide a and i n d o i n g so , By u n d e r s t a n d i n g t h e p a s t , able to a c c e p t h is p r e s e n t easily ch ap ter th e sis. th e one The p resen t, is b e tte r a ls o probable p resen t, th at one c a n more fu tu re. Time p r e s e n t and t i m e p a s t Are b o t h p e r h a p s p r e s e n t i n t i m e f u t u r e And t i m e f u t u r e c o n t a i n e d i n t i m e p a s t . ^ T he S c h o o l S u r v e y M o v e m e n t A ltho ugh su rv e y a c tiv itie s ment can be f o u n d d a t i n g b a c k t o tury, most w r i t e r s today, d ate th e aro u n d 1910. ed u cato rs P rio r p e rio d w ere th e e v id en tly th is the e a r ly t o s c h o o l im prove­ n in eteen th cen­ s u r v e y movem ent, to 1910, as it i s known in v estig atio n s of such a s H o r a c e Mann a n d H e n r y B a r n a r d c o u l d b e e q u a t e d w i t h t h e p r e s e n t movem ent. th is rela te d around th e T he o n l y m i s s i n g e l e m e n t s d u r i n g sc ie n tific tu rn o f the f a c t o r s w h ic h a r r i v e d m ost cen tu ry . I n 1910, however, o l d p r a c t i c e w a s e x p a n d e d w i t h new i d e a s . A s u r v e y c o n d u c t e d b y C a l v i n N. K e n d a l l , schools of B o ise, Idaho, was th e study in itia tin g of the th e m odern T . S . E l i o t , " B u r n t N o r t o n , " C o l l e c t e d Poem s 1 9 0 9 19 62 (New Y o r k : H a r c o u r t , B ra c e and W orld, I n c . , 1 9 6 3 ), p. 175. s c h o o l s u r v e y m ovem ent. as s c h o o l b u i l d i n g s , o rg an izatio n of th e K endall teach ers, system , in v estig ate d th e course and t h e such m atters of study, a ttitu d e the o f t h e com­ m u n ity .^ T his ing th e c o u n try . o th er sch ools C oncerning t h i s Good w r o t e the in itia te d rap id fo llo w ­ B e g in n in g alm o st su rv e y s th ro u g h o u t the spread of surveys, H„ G. fo llo w in g : s c h o o l s u r v e y movement s p r e a d s o r a p i d l y i t m ig h t be s a i d t o have sw ept t h e c o u n t r y . s c h o o l s o f e l e v e n c i t i e s and two w hole s t a t e s s u r v e y e d b e tw e e n 1910 and 1913. T h is was the b e g in n in g . The f o l l o w i n g c h a r t r a p i d grow th o f s c h o o l p r e p a r e d by G i d d r s . stro n g ly since a tte n tio n p u b l i c a t i o n of the K e n d all r e p o r t s . im m ed iately , The th at Th e w ere only survey re c e iv e d g re a t n a tio n a l 9 of e a r l y surveys in d ic atin g the s u r v e y s b e t w e e e n 1910 and 1913 was T his t a b l e t h a n G o o d 's s t a t e m e n t , e m p h a s i z e s e v e n more th e d iffu sio n of surveys th e B oise S tudy. 7 C h a r l e s H. J u d d , " C o n t r i b u t i o n s o f S c h o o l S u r v e y s , " The S c i e n t i f i c M o v e m e n t i n E d u c a t i o n , T h i r t y - s e v e n t h Y e a r ­ book of th e N a t i o n a l S o c i e t y f o r th e S tu dy of E d u c a tio n , P a r t I I (B loom ington, I l l i n o i s : P u b lic School P u b lish in g Company, 1 9 3 8 ) , p . 1 1 . Q H. G. Good, A H i s t o r y o f A m e r i c a n E d u c a t i o n Y ork: The M a c m i l l a n Company, 1 9 6 2 ) , p . 4 0 0 . 9 W i l l i a m J a m e s G i d d i s , "A S t u d y o f t h e M e t h o d s a n d P r o c e d u r e s Used i n th e S c h o o l S u rv e y S e r v i c e s a t M ic h ig a n S t a t e U n i v e r s i t y and O th e r P u b l i c l y S u p p o r te d B ig Ten U n i­ v e r s i t i e s " ( u n p u b l i s h e d Ph.D . d i s s e r t a t i o n , M i c h ig a n S t a t e U n iv e r s ity , 1964), p. 10. (New T able 1. E a r ly su rv ey s i n d i c a t i n g the r a p i d grow th of th e n a t i o n a l movement i n s c h o o l s u r v e y s , 1 9 1 0 - 1 9 1 3 Year System S tu d ie d 1910 B oise, 1911 1911 1911 M o n tc la ir, N .J. E a s t O range, N .J . B a l t i m o r e , Md. 1911 New Y o r k C i t y 19 12 1 91 2 1912 1 91 2 H a r r is b u r g , Pa. M o n t g o m e r y C o u n t y , Md. G reenw ich, C o n n e c tic u t W ise. R u r a l S c h o o ls 1912 1912 A t l a n t a , G eorgia S y r a c u s e , N .Y . 1 91 3 B oise, 1913 1 91 3 1913 1913 1913 1 91 3 1913 1913 1913 1913 P o r t l a n d , O regon G r a f t o n , W. V i r g i n i a U pper P e n i n s u l a of M ichigan N e w b u r g , N .Y . S tate of I llin o is S t . P a u l , M inn. W a te r b u r y , Conn. S t a t e o f Ohio S t a t e o f Vermont B r i d g e p o r t , Conn. 1913 1913 M i n n e a p o l i s , M inn. B u t t e , M ontana C. Idaho Idaho D irecto r (second) N. K e n d a l l , S u p t., N .J. P a u l Hanus, H a rv a rd E . C. M o o r e , Y a l e E. E. Brown, U .S . C o m m is s io n e r of E d u catio n P a u l Hanus, H a rv a rd Snyder, S u p t., Jersey C ity R u s s e l l Sage F o u n d a tio n New Y o r k B u r e a u o f M u n i c i p a l R esearch N .Y . B u r. o f M u n i c i p a l R e s e a r c h N.Y . B u r. o f M u n i c i p a l R e s e a r c h E l l i o t t , U niv. of W isc o n sin Judd, U niv. of C hicago S t r a y e r , T . C. C o l u m b i a E. P. C u b b e rly , S ta n f o r d D e a h l , U n i v . o f W. V i r g i n i a Brown & Kay, N o r t h e r n M i c h i g a n S t a t e Norm al R u s s e l l Sage F o u n d a tio n Coffm an, U n iv . of I l l i n o i s N .Y . B u r. o f M u n i c i p a l R e s e a r c h N.Y . B u r. o f M u n i c i p a l R e s e a r c h N .Y . B u r. o f M u n i c i p a l R e s e a r c h C arnegie F o u n d atio n Van S i c k l e , S u p t . , S p r i n g f i e l d , M assach u setts L ocal T eachers E . P. C u b b e r l y , S t a n f o r d It is in te re stin g to note th at s u r v e y s was t h e M i c h i g a n C o - o p e r a t i v e one o f t h e s e p io n eer Survey co n d u cted in t h e U p p e r P e n i n s u l a b y B r o w n a n d Kay o f N o r t h e r n M i c h i g a n S tate N orm al. A 48 p a g e r e p o r t w a s i s s u e d Upper P e n in s u la (M ichigan) c o n c e n t r a t e d on r u r a l scho o ls. E d u catio n A s so c ia tio n . sch o o ls, c ity G e n e r a l f o c u s w as on t h e in g p r o v id e d f o r Upper P e n i n s u l a s t u d y was a l s o d e v o te d t o i n 1913 by t h e The s t u d y graded sc h o o ls, type of co u rses stu d en ts. Part and h i g h and t r a i n ­ o f the su rv ey in g the q u a lif ic a tio n s of th e te a c h in g s t a f f . ^ It is a lso notew orthy th a t t e c h n i q u e s were f i r s t ap p lied sy stem s d u rin g 1913. V e rm o n t was t h e sta te -w id e b eh in d . to the first The V e r m o n t i n q u i r y made a c a r e f u l leg islativ e program f o r the T his s tu d y has been l a b e l e d "pioneer" state-w id e of th e fu tu re id ea and i t s stu d y of s t a t e s t u d y w i t h b o t h O h io and I l l i n o i s e d u c a t i o n a l n e e d s and r e s o u r c e s as th e the survey sta te to school in itia te a fo llo w in g c lo se an aly sis of th e and o f f e r e d a developm ent o f e d u c a tio n . by w r i t e r s of e d u c a tio n h is to r y survey w hich e s ta b lis h e d a tech n iq u e for school su rv e y in g . ^ ■ ^ C h a r l e s H. J u d d , " S u m m a r y o f T y p i c a l S c h o o l S u r ­ v e y s , " P l a n s f o r O r g a n i z i n g S c h o o l S u r v e y s W i t h a Summary o f T y p ic a l School S u r v e y s , T h i r t e e n t h Y earbook o f t h e N a t io n a l S o c ie ty f o r th e Study o f E d u c a tio n , P a r t I I (B loom ington, Illin o is: P u b l i c S c h o o l P u b l i s h i n g C om pany , 1 9 1 4 ) , p p . 8 3 84. ■ ^ E l l w o o d P. C u b b e r l e y , " P u b l i c S c h o o l A d m i n i s t r a ­ t i o n , " T w e n ty - F iv e Y e a r s o f A m e ric a n E d u c a t i o n , ed „ by I . L. K a n d e l (New Y o r k : T h e M a c m i l l a n C o m p any , 1 9 2 6 ) , pp. 192-193. It first is a lso statew id e 1916 a s u r v e y n a tio n al in te restin g s t u d y was t h e lev e l. 1 9 3 0 's , t h e r e was som ew hat o f a d e c l i n e O ther th a n d u rin g t h i s now t e r m e d of a school "co m p reh en siv e," a t the lo ca l, in school p erio d , sta te , how ever, and s c h o o l s u r v e y s w ere w hat d e a l i n g w ith any and a l l T h i s movement s t i l l s u r v e y s were aim ed a t of a sc h o o l program . the in v estig atin g T h o s e who o p p o s e d t h e te c h n iq u e w ere c o n c e rn e d t h a t w ould n o t s e r v e e x ists purpose of th ese today. p artial areas survey stu d ies im proving e d u c a tio n a l s y s ­ tem s and p r o g r a m s . Cooper s t a t e s th is concern q u ite su c cin c tly : . . . T h e r e w a s some c o n c e r n l e s t s u r v e y i n g become t o o f r a g m e n t e d , w i t h c o n s e q u e n t l o s s o f th e a d v a n ta g e s of a com plete i n t e g r a t e d c o n s id ­ e r a t i o n of a t o t a l sc h o o l or sc h o o l system . Now t h a t t h e s u r v e y movement i s a h a l f - c e n t u r y o l d , 12 J e s s e B. S e a r s , " T h e S c h o o l S u r v e y M o v e m e n t , " M o d e r n S c h o o l A d m i n i s t r a t i o n , e d i t e d b y J o h n C. A l m a c k (New Y o r k : H o u g h t o n M i f f l i n C o m p an y, 1 9 3 3 ) , p . 2 4 4 . 1 3 I b i d . , p. 238. "par­ These sp ecific more l i m i t e d is asp ects s y s t e m , t h e r e w a s a m o v e m e n t b y some t o w a r d surveys. p a rtial In lev e ls. A lthough th e e a r l i e s t tia l" stu d y . and a g a in d u r in g th e d e p r e s s i o n movement e x p a n d e d r a p i d l y n a tio n al n atio n -w id e t o the 12 . . . 13 survey a c t i v i t i e s . the first fo llo w in g clo se of N egro e d u c a t i o n was c o n d u c te d a t th e D u r i n g W o r l d War I of th e th at 22 th e c o n c e rn o v er e x c e s s i v e f r a g m e n ta ti o n m ight w e ll be e x p r e s s e d a g a in in view of th e em phasis on b u i l d i n g s u r v e y s and o t h e r p a r t i a l s u r v e y s t o th e n e g l e c t of com prehensive a n a ly s e s of t o t a l s c h o o l o r g a n i z a t i o n s „14 The c o m p r e h e n s i v e Roaden as tio n "a s t u d y w h ic h i n c l u d e s of a l l tio n s s u r v e y h a s b e e n d e s c r i b e d by the facto rs in a p a r t i c u l a r an i n v e n t o r y and e v a l u a ­ co n trib u tin g sc h o o l sy stem ." To u n d e r s t a n d t h e d i f f e r e n t in vo lv ed in to the e x is ti n g a school survey, the co n d i- 15 facto rs and p r o c e s s e s fo llo w in g d e f in itio n is g i v e n by C o o p e r ; . . . th e sc h o o l su rv e y is c h a r a c t e r i z e d as a f o r m a l r e v i e w , u s u a l l y u n d e r t a k e n at. t h e s p e c i f i c r e q u e s t o f t h e g o v e r n in g body o f th e s c h o o l s y s ­ tem ; i t i s g e n e r a l l y i n t e n d e d e i t h e r a s a com­ p l e t e stu d y of a l l p h a se s of a sc h o o l or sc h o o l s y s t e m , o r a t t h e l e a s t a s a s t u d y o f o ne o r more m a jo r p h a s e s ; i t i s aim ed a t p r o d u c i n g e i t h e r c a r e f u l l y c o n s id e r e d e v a l u a t i n g judgm ents, or im p o rta n t recom m endations f o r f u t u r e developm ent, o r b o t h ; and i t i s c o n d u c t e d by p e r s o n s p o s s e s s ­ ing s u p e r i o r q u a l i f i c a t i o n s f o r b o th a u t h o r i t a ­ t i v e and s c i e n t i f i c c o n t r i b u t i o n s i n th e c o n d u ct of the stu d y . A w r i t t e n r e p o r t of t h i s type of stu d y i s u n d e rs to o d as th e t y p i c a l s c h o o l su rv e y r e p o r t .16 T h is c o n te m p o ra ry d e f i n i t i o n by Cooper i s sim ila r to p rio r. a g e n e r a l d e s c r i p t i o n by C u b b e r l e y f o r t y y e a r s B o t h d e f i n i t i o n s make i t of 1910-1913, b eg in n in g 14 15 a lso q u ite q u ite c l e a r why t h e o r i g i n a t i n g w ith th e B oise of the m odern s u r v e y movem ent. Cooper, op. c r t ., p. 1211. Roaden, op. c i t ., p. 24„ „ lo c. 16C o o p er, c it. study, surveys mark t h e The m u l t i t u d e of 23 su rv e y s b ein g co nd ucted to day at th e tu rn of th e surveys is century,, is sim ilar, C u b b e rle y 's indeed, statem en t to th o se on s c h o o l as f o l l o w s : The s c h o o l s u r v e y i s a t o o l w h i c h h a s e n a b l e d u s t o d e v e l o p an i m p o r t a n t f o r m o f e d u c a t i o n a l e n g i ­ n e e r i n g , by means o f w h ic h t h e p ro b le m s o f a s c h o o l s y s t e m may b e d e t e r m i n e d , a more i n t e l l i ­ g e n t p r o c e d u r e i n t h e o r g a n i z a t i o n and a d m i n i s ­ t r a t i o n a n d s u p e r v i s i o n o f a s c h o o l s y s t e m may b e f o r m u l a t e d , w a s t e may b e e l i m i n a t e d , a n d t h e r e t u r n o n a n i n v e s t m e n t o f t i m e a n d money a n d hum an e f f o r t p u t i n t o e d u c a t i o n may be m a t e r i ­ a lly in creased . As t h e s c i e n c e o f e n g i n e e r i n g i s b a s e d on a t h o r o u g h s u r v e y o f c o n d i t i o n s a n d p ro b lem s, e x a c t m easurem ent, e x p e r i m e n t a l c o n t r o l o f p r o c e s s e s , and a r e o r g a n i z a t i o n and r e a d j u s t ­ ment o f p r o c e d u r e s i n t h e l i g h t of f a c t s ; so e d u c a t i o n a l e n g i n e e r i n g m u st b e b a s e d on a th o ro u g h s u rv e y of c o n d i t i o n s and problem s, a c a r e f u l s t u d y and t e s t i n g of e x i s t i n g p r o c e d u r e s , a n d t h e f o r m u l a t i o n o f a r e m e d i a l and c o n s t r u c ­ t i v e program t o r e p l a c e i n a c c u r a t e p ro c e d u re s , s u b j e c t i v e o p i n io n , and wrong a d m i n i s t r a t i v e o r g a n i z a t i o n and m eth ods, t h a t w a s te i n tim e a n d money a n d e n e r g y may b e p r e v e n t e d „ I t i s t h i s new t e c h n i q u e t h a t t h e s c h o o l s u r v e y h a s b r o u g h t t o e d u c a t i o n a l w ork, a n d i n c o n se q u e n c e th e s u rv e y s t a n d s to d a y as o ur m ost im p o rta n t m e a n s f o r e d u c a t i o n a l d i a g n o s i s „17 As i n d i c a t e d the p attern in th e of p lan n in g and c a r r y i n g h a s not. b e e n u n i f o r m e i t h e r Many o f t h e e a r l y in tro d u c tio n to th is in the ch ap ter, out e d u c a tio n a l p a s t or th e p r e s e n t „ s u r v e y s w ere c a r r i e d o u t by one p e r s o n w hile o t h e r s w ere c o n d u c t e d by g r o u p s o f i n d i v i d u a l s „ th ese surveys did not in clu d e rep re se n ta tiv e s or s c h o o l system b e in g s u rv e y e d . surveys of th e O ften school E lim in a te d from p a r t i c i p a ­ t i o n w e r e t h o s e who w e r e m o s t i m m e d i a t e l y c o n c e r n e d — s t u d e n t s , E l l w o o d P . C u b b e r l e y , e d i t o r ' s i n t r o d u c t i o n i n The S c h o o l S u r v e y by J e s s e B„ S e a r s (New Y o r k : H oughton M i f f l i n Co m p an y , 1 9 2 5 ) , pp„ v i i - v i i i „ teach ers, a d m in istrato rs, and laym en. w ere c o n d u c t e d by o u t s i d e "ex p erts" sc h o o l sy stem t o e v a l u a t e its so o n became e v i d e n t t h a t w hile surveys, volved. th e Thus t h e th e surveys who w e n t a l o n e in to the s t r e n g t h s and w e a k n e s s e s . to conduct su c c e ssfu l c lie n te l early In stead , of the survey a school to e sta b lis h program s fo r o u s e v a l u a t i o n b y t h o s e who w e r e d i r e c t l y sc h o o l system in q u e s tio n . made t o e s t a b l i s h d istric t lev el system c o n tin u ­ co n n ected w ith th e C o n c u r re n t e f f o r t s w ere re s e a rc h departm ents so th a t and w o r t h ­ s y s t e m m u st become i n ­ attem p ts to were f o llo w e d by e f f o r t s co n tin u o u s It a t the lo cal also an d /o r s u r v e y s c o u l d be c a r r i e d o u t. These e f f o r t s tiv e surveys at the to estab lish lo cal co n tin u o u s and c o o p e r a ­ l e v e l w ere r e v e a l e d by C u b b e r l e y i n 1925: Begun o n ly a d e c a d e and a h a l f ago, the school s u r v e y h a s now b e c o m e common a n d i s u s e d e v e r y ­ w here. S t i l l m ore, i t h a s b een s t a n d a r d i z e d as t o ty p e and p u r p o s e s and p r o c e d u r e s , and h a s b e e n e s t a b l i s h e d a s an i m p o r t a n t p a r t o f o u r a d m in istra tiv e tech n iq u e. F o r t u n a t e l y t h e move­ m e n t i s now p a s s i n g o v e r i n t o t h e s e l f - s u r v e y , made b y t h e l o c a l e d u c a t i o n a l a u t h o r i t i e s , a n d s t i l l f u r th e r in to the c o n tin u o u s s e lf - s u r v e y t h r o u g h th e c r e a t i o n o f c i t y and s t a t e d e p a r t ­ m en ts o f s t a t i s t i c s and r e s e a r c h . T h is is a d e s i r a b l e c u l m i n a t i o n o f t h e m ovem ent.18 The t r e n d , tow ard th e then, co n tin u o u s, m ents t o t h i s f r o m 1925 t o co o p erativ e p o i n t seem t o r e f l e c t m odern day s u r v e y r e s e a r c h e r s . 18^ I b .i ,d . , p. v iii. the survey. th e p re s e n t has been M o rp h e t's s t a t e ­ th in k in g He s t a t e s : o f most T h ere a r e v e r y few s c h o o l s , s c h o o l s y s te m s , o r e d u c a t i o n a l i n s t i t u t i o n s w hich a re a d e q u a te in e v e ry r e s p e c t a t th e tim e th e y a re e s t a b l i s h e d . . . . Seldom do t h e y m eet a l l of t h e i r r e s p o n ­ s i b i l i t i e s as w e ll as th e y s h o u ld . A survey, th e r e f o r e , should h e lp t o d is c o v e r or c a l l a t t e n ­ t i o n t o d e f i c i e n c i e s w h i c h may h a v e e x i s t e d f o r many y e a r s a n d t o a s s i s t i n b r i n g i n g a b o u t n e e d e d im p r o v e m e n ts . „ . . E v e r y s c h o o l s y s t e m and e d u ­ c a t i o n a l i n s t i t u t i o n sh o u ld have a program p r o ­ v i d i n g f o r c o n t i n u i n g s tu d y and e v a l u a t i o n . F a c t s s h o u l d c o n s t a n t l y and s y s t e m a t i c a l l y be a s s e m b l e d t o show t r e n d s , s t a t u s , and n e e d s . Any t e n d e n c y t o c o n t i n u e a p r o g r a m w i t h o u t c o n ­ s t a n t o r p e r i o d i c e v a l u a t i o n o r t o make c h a n g e s j u s t b e c a u s e someone has an i d e a t h a t c h a n g e s s h o u l d b e made i s l i k e l y t o b e d i s a s t r o u s . „ . „ A p e r i o d i c , c o m p re h e n s iv e , and i n t e n s i v e s u r v e y s h o u ld , t h e r e f o r e , be c o n s i d e r e d . d e s i r a b l e and wholesom e f o r a l l s c h o o l s „ . . fro m tim e t o t im e , i t w i l l become e v i d e n t t h a t c e r t a i n p h a s e s of t h e p ro g ram n e ed s p e c i a l and i n t e n s i v e s t u d y . Such p h a s e s s h o u ld be s e l e c t e d f o r d e t a i l e d s tu d y as t h e n e e d s become e v i d e n t . - ^ T ogether w ith th e the e f f o r t to co o rd in ate ning sch o o l need f o r lay im provem ent. lay -c itize n s under a g ra n t made t h e p a rticip a tin g s u r v e y came and p r o f e s s i o n a l r o l e s Pond and W a k e f i e l d , com m unity d e v e lo p m e n t s t u d y K ello g g F o u n d a tio n , a co n tin u o u s in fo llo w in g a survey in a sch oo l- f r o m t h e W. K„ statem en ts concerning of e d u c a tio n a l needs: C i t i z e n s have a lw a y s p a r t i c i p a t e d som ewhat i n d e c i s i o n s a b o u t e d u c a t i o n . . . when n e i g h b o r s make a s c h o o l s u r v e y , i d e a s a r e d i f f u s e d . . . . In v o lv in g c it i z e n s in e d u c a tio n a l p lan n in g has tw o o u t s t a n d i n g v a l u e s . F i r s t , new i d e a s a r e r e l e a s e d and th e w id e r ra n g e o f i d e a s g i v e s g r e a t e r b a l a n c e t o t h e p l a n s t h a t a r e made. „ . 19 in p la n ­ . E d g a r L. M o r p h e t , "How t o C o n d u c t a S c h o o l S u r v e y , " The S c h o o l E x e c u t i v e . LXVII ( A p r i l , 1 9 4 8 ) , 1 1 - 1 3 . S e c o n d l y , a c t i o n b y c i t i z e n s g i v e s m ore p e o p l e a chance t o s h o u ld e r r e s p o n s i b i l i t y .^0 S trah an tance tio n a l and Todd h a v e lik ew ise of in v o lv in g b o th school survey. Among t h e i r stressed and com m unity the im por­ in th e educa­ recom m endations a r e ; The s u r v e y s h o u l d be e x p l o r a t o r y i n n a t u r e a n d s h o u l d en co m p ass b o t h s c h o o l and com m unity. The l o c a l s c h o o l s u r v e y m i g h t f o c u s on c e r t a i n o b j e c ­ t i v e s such as; (1) t o d i s c o v e r t h e n e e d s w h i c h e x i s t in t h e n e ig h b o rh o o d and in th e s c h o o l w hich serves i t ; (2) t o f i n d o u t w h a t t h e c o m m u n i t y a n d s t a f f e x p e c ta n c ie s are w ith re g a rd to th e s c h o o l's c u r r i c u l u m ; (3) t o d e t e r m i n e a r e a s o f s t r e n g t h a n d w e a k n e ss e s i n th e s c h o o l ' s c u r r i c u l u m and i n s t r u c ­ t i o n a l p r a c t i c e s , a n d ; (4) t o e n l i s t c o m m u n i t y r e s o u r c e s i n t h e s c h o o l , p r o g r a m . 21 McQuade lay c itiz e n s also r e l a t e s to th e alo n g w ith p r o f e s s io n a l and c o n d u c t i n g im portance of c o n su ltan ts in v o lv in g in p lan n in g school surveys; . . . I n v o l v i n g m embers of g r o u p s l i k e t h e s e — b u t i n v o l v i n g them, t o a v o id o l d r i v a l r i e s , as i n d i v i d u a l s , n o t d e l e g a t e s - - i s a lm o st alw ays e s s e n t i a l i n p l a n n i n g a new s c h o o l w h i c h w i l l t r u l y r e p r e s e n t t h e w i s h e s o f y o u r com m unity. . . . S ch o o l p la n n in g , in o th e r w ords, r e q u i r e s a b l e n d o f l o c a l p r o f e s s i o n a l s and a m a t e u r s . The s h a r p e s t c h a r a c t e r i s t i c o f t o d a y ' s s c h o o l p l a n n i n g , i n f a c t , i s wide d e m o c r a t i c i n v o l v e ­ m e n t . . . . You may a l s o w a n t t o b r i n g i n a n e d u c a tio n a l c o n s u lta n t— a p ro fe sso r at your s ta te u n i v e r s i t y o r an i n d e p e n d e n t , p r a c t i t i o n e r . He i s a s p e c i a l i s t , w h i c h t h e a d d e d a d v a n t a g e t h a t he 20 . M i l l a r d Z. P o n d a n d H o w a r d W a k e f i e l d , C i t i z e n s Survey T h e ir S chool N eeds; A D e s c r i p t i o n and A n a l y s i s o f th e S urvey A c t i v i t i e s of C i t i z e n s in Three A d ja c e n t S chool D i s t r i c t s i n O h io (Colum bus; C ollege of E d u ca tio n U n iv er­ s i t y P r e s s , The O h i o S t a t e U n i v e r s i t y , 1 9 5 4 ) , p p . 6 7 - 6 8 . 21 . R i c h a r d D. S t r a h a n a n d E u g e n e A. T o d d , " E d u c a t i o n a l I m p r o v e m e n t T h r o u g h R e s e a r c h , , " E d u c a t i o n , LXXXVI ( J a n u a r y , 1 9 6 6 ), 283-284., 27 i s rem o v ed fro m tow n p o l i t i c s and c an be im p a r ­ t i a l in su c h m a t t e r s . . „ „ I t seems w i s e r t o i n s e r t th e c o n s u lta n t at c e r t a i n b alan ce p o in ts b u t l e t t h e l o c a l p e o p l e d o a s much o f t h e p l a n ­ n in g as th e y c a n . 2 2 R asm ussen sum m arized th e b e lie fs of th e se w r ite r s when he w r o t e : The e x p e r t - c o m m u n i t y a p p r o a c h r e p r e s e n t s t h e id e a l in p u b lic school p ro b lem -so lv in g . . . . As l o n g a s t h e " p e o p l e " a r e r e s p o n s i b l e f o r t h e i r s c h o o l s , t h e s e p e o p l e have a r i g h t and o b l i g a t i o n t o h e l p d e t e r m i n e t h e aim s, g o a l s , o b j e c t i v e s , and f u n c t i o n s o f t h o s e s c h o o l s . Beyond t h i s p o in t of b a s ic p h ilo so p h y th e r e l i e s a v e ry p r a c ­ t i c a l reason, fo r u t i l i z i n g th e expert-com m unity a p p r o a c h . 23 T h i s move t o w a r d c o o p e r a t i v e ex iste d rest sin ce on t h e concerning 1925 and i s flo u rish in g assum ption t h a t th e b e s t a p articu lar w i l l em anate surveys to d ay . in sig h t school b u ild in g serves. a p p e a r s t o be e n h a n c e d when s t r u c t u r e v id e d by o u t s i d e a ll facets appears to one c a n g l e a n or s c h o o l sy stem school Sears T h is know ledge and g u i d a n c e Under t h e s e in stru m e n t fo r th e of e d u catio n . c o n trib u tio n s 22 sources. t o e x p e c t t h a t the a sig n ific an t It f r o m a c o m b i n a t i o n o f t h o s e who w o r k i n t h e s y s t e m a l o n g w i t h t h o s e whom i t reasonable has thus c o n d itio n s is it pro­ is s u r v e y c a n be u s e d as study and im p ro v e m e n t o f sum m arized th e c o n tin u in g o f s c h o o l s u r v e y s w h e n he w r o t e : W a l t e r McQuade ( e d „ ) , S c h o o l h o u s e Simon an d S c h u s t e r , 1 9 5 8 ) , p p . 4 9 - 5 0 . (New Y o r k : G e r a l d R. R a s m u s s e n , " T h e E d u c a t i o n a l C o n s u l t a n t a n d E d u c a t i o n a l P l a n n i n g , " The A m e r i c a n S c h o o l B o a r d J o u r n a l , CXLVII ( S e p t e m b e r , 1 9 6 3 ) , 1 6 . W ith o u t t r y i n g here t o p r e s e n t q u a n t i t a t i v e ev id e n ce of the v alu e or e x te n t of th e s u r v e y 's c o n t r i b u t i o n s , i t i s b e l i e v e d t h a t n o o ne w o u l d q u e s tio n th e s ta te m e n ts t h a t , because of the s c h o o l s u r v e y m ovem ent; 1. Our s c h o o l p ractice has been im proved. 2. Our s c h o o l h o u sin g has been im proved. 3. The s t a t u s o f t h e p r o f e s s i o n h a s b e e n im p ro v e d i n f a c t and i n t h e e s t i m a t i o n the p u b lic . 4. The s c i e n c e developed. 5. The t e a c h i n g 6. E d u c a t i o n i s m o re i n t e l l i g e n t l y and a p p r e c i a t e d by t h e p u b l i c . 7. E d u catio n of e d u catio n has been f u r th e r of e d u c a tio n has been b e n e fite d . is m ore l i b e r a l l y F o r t h o s e who d e s i r e is the re su lts. is to rs, teach ers, rep o rts were the c o n su ltan ts, resu lts achieved. these s u r v e y s were were r e p o r t e d . Sears, p. 246. in v o lv ed of school surveys. in r e ­ and l a y c i t i z e n s A d m in istra­ o f te n wonder s c h o o l s u r v e y s have b e e n made. o f 18 c o m p r e h e n s i v e In t h i s out of school su rv ey s. of b ein g "survey" in h is system . surveys of surveys a d m i n i s t r a t o r was i n t e r v i e w e d t o f i n d survey c a r r ie d a study la c k of com m unication c o n c e rn in g th e a ls o tru e what happens a f t e r 24 sup p o rted . as a r e s u l t One o f t h e m o s t p r o v o k i n g a s p e c t s search stu d ie s u nderstood more o b j e c t i v e e v i d e n c e by H a r a p r e v e a l s w h a t h a p p e n s T h is of at H arap a n d how t h e y least out the r e s u l t s L ater the resu lts one t o p of the of an alyzed a n d a su m m a r y o f im provem ents Some o f t h e more s i g n i f i c a n t g ain s "The S c h o o l S u r v e y M o v e m en t," op. in clu d ed ; c i t ., 29 1. T he a d m i n i s t r a t i v e s t a f f s w e r e r e o r g a n i z e d and t h e i r f u n c t i o n s w ere c l e a r l y d e f i n e d . The s u p e r i n t e n d e n t s o f c o u n t y a n d c i t y s c h o o l sy ste m s w ere p a r t i c u l a r l y r e c e p t i v e to su g g e stio n s fo r the re o rg a n iz a tio n of th e ir a d m in istrativ e s ta f f s . They n o t o n ly a d d e d new m e m b e r s b u t a l s o o r g a n i z e d t h e m i n t o a few c l e a r l y d e f i n e d d i v i s i o n s o r d e p a rtm e n ts headed by a s s i s t a n t s . 2. S i g n i f i c a n t im provem ents w ere r e p o r t e d in c u r r ic u lu m and t e a c h i n g . A lthough i n s t r u c ­ t i o n a l i m p r o v e m e n t p r o g r e s s e d s l o w l y a s an outcom e o f a s c h o o l s u r v e y , t h e m a j o r i t y o f t h e s c h o o l s y s t e m s r e p o r t e d t h a t many s i g ­ n i f i c a n t re c o m m e n d a tio n s w ere c a r r i e d o u t . 3. C o u n tie s and c i t i e s ap p ro v ed bonds f o r sc h o o l b u ild in g s. The g e n e r a l a p p r o v a l o f e x p e n d i ­ t u r e s fo r p h y s ic a l p l a n t s in d ic a te d t h a t the p e o p l e had become a w are o f t h e n e e d f o r t h e p r o p e r h o u s i n g of s c h o o l c h i l d r e n and y o u t h . 4. S u g g e s tio n s f o r th e im provem ent of p u p i l t r a n s p o r t a t i o n w ere r e a d i l y a c c e p t e d . T his a p p r o v a l o f s u r v e y r e c o m m e n d a t i o n s w a s made by b o t h th e s t a t e and c o u n ty sc h o o l s y s te m s . 5. S t a t e and c i t y f i n a n c i n g i m p r o v e d . In sp ite of th e custom ary im pedim ents, th e s t a t e sch o o l s y s t e m s made a p p r e c i a b l e p r o g r e s s . 6. An a n a l y s i s o f t h e s u r v e y i n d i c a t e d t h a t t h e b u s i n e s s management o f t h e m a j o r i t y o f th e c i t y a n d c o u n t y s c h o o l s y s t e m s was a n t i q u a t e d . The a d m i n i s t r a t o r s o f c i t y a n d c o u n t y s c h o o l s y s te m s welcom ed t h e s u g g e s t i o n s f o r t h e im proved management o f t h e s c h o o l s y s t e m 's b u s i n e s s a f f a i r s and in s e v e r a l i n s t a n c e s l o s t no tim e i n p u t t i n g th e m i n t o e f f e c t . ^ The o v e r a l l fin d in g s of the study in d ic a te d th a t s c h o o l s u rv e y s p ro d u ce d good r e s u l t s in u p g ra d in g e d u c a tio n 25 in th e schools and were of g re a t v alu e in v o lv ed . H e n r y H a r a p , "Do S c h o o l S u r v e y s P r o d u c e R e s u l t s ? " The N a t i o n ' s S c h o o l s , XLIX ( M a r c h , 1 9 5 2 ) , 3 5 - 3 8 . A more r e c e n t by B o y l e s sta te s study and H e a g e r t y . in d icated th at o f s c h o o l s u r v e y s was c o m p le te d A s t u d y o f 40 s u p e r i n t e n d e n t s s c h o o l su rv e y s can b e s t be 1. To l o c a t e w eak l i n k s 2. To g a i n a c c e p t a n c e 3. To d e m o n s t r a t e b u i l d i n g m o re t h a n t a k e and c h a n g e s . " c ie n tly a w ell com m unity. a lso sta te d th a t up tim e . review of th e co n ceiv ed , C ertain ly From i t s o rig in v alu ab le t o o l only appears tin u e needs to th e 26 "school surveys They o f t e n lead to a c tio n s c h o o l s u r v e y movement h a s c a r e f u lly p lanned, conducted sc h o o l su rv e y can c u lm in a te im provem ent. It in e d u c a tio n a l program s. 27 T h is b r i e f shown t h a t used: f o r an e d u c a t i o n a l p r o g r a m . The s u p e r i n t e n d e n t s do a l o t i n 17 in a ll 1910, surveys the are n o t m odern s c h o o l and e f f i ­ in e d u c a tio n a l su c ce ssfu l. su rv e y has b een a in th e hands of th o se co m p eten t t o use as though in te re st as lo n g as i n t e r e s t it. in school su rv ey s w i l l co n ­ in ed u catio n al im provem ent e x i s t s . Sum mary The p u r p o s e overview of th e first c h a p te r has been t o school survey s u r v e y up t o 26 of t h i s the present movement. tim e, the provide an B e g in n in g w ith the su rv ey has only L y l e E . B o y l e s a n d F r a n k H e a g e r t y , " S u r v e y S ho w s W here S u r v e y s W o r k , " N a t i o n ' s S c h o o l s , LXXVI ( A p r i l , 1 9 6 6 ) , 74. been a t o o l to d eterm in e e x is ti n g school or sc h o o l system . a s c h o o l's needs It certain ly and p ro b le m s . from w hich b o t h c o n d itio n s R ath er in a s p e c if ic is not a panacea fo r it p ro v id es the d ata short and lo n g r a n g e plans o f a c t i o n may b e p a ttern of the h i s t o r y of school surv ey s con­ stru c tu re d . If tin u es as the it has sin ce 1910, then ed u cato rs w ill and c o n t i n u a l l y w ork to w a rd t h e surveys and th e re la te d purpose of th is th esis co n trib u te tow ard t h i s From t h e surveys p re s e n te d and d e t a i l e d is and th e III im provem ent to p rovide in e d u catio n . It is the in f o r m a tio n w hich m ight im provem ent. in t h is a review im p o rtan t r o le ESEA T i t l e im provem ent o f b o t h s c h o o l g e n e ra l h i s t o r i c a l background of sch o o l an aly sis d ev o ted t o c o n scio u sly ch ap ter, fo llo w s a more s p e c i f i c of co n tem p o rary s u rv e y s. of p r e s e n t day su rv e y s th ey p lay ed Needs S tu d y . C h ap ter I I I in M ichigan in th e developm ent of th e CHAPTER I I I RELATED STUDIES In tro d u ctio n The U n i t e d S t a t e s O f f i c e th a t each s ta te p a rticip a tin g to p rio rity id en tify its accordance w ith t h i s S tate P lan is purpose in T itle III conduct a study c r i t i c a l e d u c a tio n a l needs. req u irem en t, dev o ted t o th e of t h i s of E d u catio n has re q u ire d a sectio n o f th e M ichigan assessm ent of th ese assessm ent study is sta te d In needs. The as fo llo w s: The S t a t e D e p a r t m e n t o f E d u c a t i o n w i l l c o n ­ d u ct a stu d y of th e e d u c a tio n a l needs in the e le m e n ta r y , j u n i o r h ig h and s e n i o r h ig h s c h o o ls in M ich ig an . T h is s t u d y w i l l be c o n d u c te d t o g a t h e r i n f o r m a t i o n f o r i n t e r p r e t a t i o n on b o t h a n a r e a (14 s t u d y a r e a s o f t h e S t a t e ) a n d on a state-w id e b a s is . T he f i n d i n g s o f t h e s t u d y w i l l b e u t i l i z e d as a b a s i s f o r i d e n t i f y i n g th e c r i t i c a l e d u c a ­ t i o n a l needs of th e S ta te t o d eterm in e lo n g r a n g e s t r a t e g i e s f o r f u n d i n g ESEA T i t l e I I I p r o j e c t s t o im prove e d u c a t i o n a l o p p o r t u n i t i e s i n th e v a r i o u s a r e a s o f th e S t a t e and th e S t a t e a s a w h o l e .1 M ichigan D ep artm en t of E d u c a tio n , A S t a t e P la n f o r S u p p le m e n tary E d u c a ti o n a l C e n te r s and S e r v i c e s p u r s u a n t t o t h e p r o v i s i o n s o f T i t l e I I I o f P u b l i c Law 8 9 - 1 0 , o f t h e E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A c t , a s amended by S e c ­ t i o n 1 3 1 , P u b l i c Law 9 0 - 2 4 7 , 1 9 6 8 , p . 3 8 . 32 33 The f o l l o w i n g in g th e id en tified g o a ls w ere set for T itle c r i t i c a l e d u c a tio n a l needs III i n m eet­ in th e sta te : The g o a l s f o r T i t l e I I I i n M i c h i g a n a r e t o s t i m u l a t e and a s s i s t l o c a l e d u c a t i o n a l a g e n c ie s in d e v e lo p in g h ig h ly in n o v a tiv e and exem plary s u p p le m e n ta ry e d u c a t i o n a l program s and s e r v i c e s b a s e d upon c a r e f u l l y d e t e r m i n e d n e e d s and b a s e d upon sound r e s e a r c h o r g e n e r a l kno w led g e. The i n tr o d u c ti o n of T i t l e I I I program s i n t o lo c a l and i n t e r m e d i a t e d i s t r i c t s , or o f s u p p le m e n ta r y e d u c a t i o n a l c e n t e r s where a p p r o p r i a t e , w i l l p r o ­ v id e the n e c e s s a r y r e s o u r c e s to e a c h s e c tio n of th e s t a t e in d e v e lo p in g im proved e d u c a t i o n a l o p p o r t u n i t i e s f o r a l l t h e c h i l d r e n b a s e d on t h e c r i t i c a l needs of th a t s e c tio n .^ The a b o v e p u r p o s e assessm ent study the in d icated lead ersh ip ro le At t h e same t i m e , to carry and g o a l s r e l a t e d an i d e a l o p p o r t u n i t y t o a number o f p r o b le m s F irst sta te s In f a c t, size e d u c a tio n a l need asse ssm e n t. out from th e s h o u l d o r c o u l d be of ideas e x is te d . L ik e m ost and sc o p e O nly one p r e v i o u s 2I b i d . , p. secondary sch o o ls 40. use in of a sta te -w id e a t t e m p t had in M ichigan on a s t a t e - w i d e b a s i s was a s t u d y o f t h e charge t h e r e was a l a c k M ic h ig a n d i d n o t have a model t o co nducting a study of th e been c a r r ie d stre n g th e n t h e r e was no p l a n on t h e d r a w in g b o a r d only a p o t p o u r r i i n th e U nion, arose of a l l , o f a g r e e m e n t on how e d u c a t i o n a l n e e d s and i n i t i a l l y needs of th e M ichigan D epartm ent of E d u c a tio n . out such a stu d y . id en tifie d . to th e and t h i s i n M ic h ig a n o v e r two 34 decades ago. was t h e 3 The m a j o r p u r p o s e co o p erativ e of t h i s p articu lar im provem ent of s e c o n d a r y e d u c a t i o n . was o r i g i n a t e d b e c a u s e sc h o o l program s little rela tio n sh ip the actu al n e ed s and o n g o in g p ro g ram s t h a t e x i s t e d i s r e v e a l e d by t h e study to needs fo llo w in g It a p p e a re d t o have of youth. T h is l a g b etw een in th e 1 9 3 0 's statem en t: I n M i c h i g a n i n 1 9 3 7 t h e r e w e r e 704 s c h o o l s p r o v i d i n g o n e o r m o r e g r a d e s f r o m 9 t o 12 i n c l u ­ siv e. By a c t u a l s u r v e y i t w a s r e v e a l e d t h a t t h e s e s c h o o ls w ere p r o v i d in g e s s e n t i a l l y th e sa m e i n s t r u c t i o n a l p r o g r a m a s i n 1 9 2 0 . A lim ite d number o f s u b j e c t m a t t e r c o u r s e s h a d b e e n ad d ed t o th e c u r r i c u lu m o f th e l a r g e r s c h o o ls and s e v e r a l v o c a t i o n a l c o u rs e s had b een added in a number o f s c h o o l s . The c o u r s e s w e re d e t e r m i n e d by th e demands o f c o l l e g e e n t r a n c e . High s c h o o l e n ro llm e n t had in c r e a s e d t o such an e x te n t t h a t 65% o r m o r e o f t h e y o u n g p e o p l e o f h i g h s c h o o l age w ere in s c h o o l . M ic h ig a n was r a p i d l y c h a n g ­ in g fro m an a g r i c u l t u r a l and lu m b e rin g s t a t e t o an i n d u s t r i a l , econom ic o r g a n i z a t i o n w i t h n e a r l y 60% o f t h e p o p u l a t i o n r e s i d i n g i n i n d u s t r i a l cen ters. T h e re w e re a l a r g e number o f h i g h schools o ffe rin g a s t r i c t l y c o lle g e en tran ce program in co m m unities lo c a te d in c u t- o v e r tim b e r s e c tio n s w ith m arginal or sub-m arg in al s o i l . 4 The m a j o r p u r p o s e s cover, develop, of e f f e c t i v e and m o d ificatio n s sh o u ld n o t be e x is te n t sin ce 3 ev alu ate, of th e in ferred 1937. th at s tu d y th e n w ere t o d i s ­ prom ote u n d e r s t a n d i n g and u s e in secondary e d u c a tio n . it need assessm en t has been non­ N um erous s t u d i e s have b e e n c a r r i e d out T h e o d o r e D. R i c e a n d R o l a n d C. F a u n c e , T h e M i c h i g a n S eco n d ary S tu d y , a R e p o rt o f th e M ichigan S tu d y of th e Secondary S chool C u rric u lu m 1937-1945. S ta te B oard of Edu­ c a t i o n , L an sin g , M ichigan, 1945. 4 J . C e c i l P a r k e r , W x lm e r M e n g e , a n d T h e o d o r e D. R i c e , The F i r s t F i v e Y e a r s o f t h e M i c h i g a n S e c o n d a r y S t u d y ( L a n s i n g , M ichigan: M ichigan S tu d y of th e S econdary S c h o o l C u rricu lu m , 1 9 4 2 ), p . 2 2 . on a l o c a l a n d / o r r e g i o n a l b a s i s stu d ies in M ichigan. Some o f t h e s e have h ad th e b a c k in g o f th e M ic h ig a n D e p a rtm e n t o f E d u ca tio n w hile o th e rs have been i n i t i a t e d tio n a l or lo c a l ag en cies sch o o l system s. by o t h e r e d u c a ­ However, the D epartm ent of E d u c a tio n has u s u a l l y p lay e d a s u p p o r tin g r o l e and h as n o t d i c t a t e d w hat v a r i a b l e s what a re a s of th e sta te th ese stu d ies scene and t h e r e f o r e fin d in g s A lso, presen ted or f a u lty of the com m ittee r e s p o n s i b l e b o th th e only lim ited d ata. s t u d i e s b y MOREL, ASSIST, for co l­ 6 m odel, the and c o n d u c tin g th e asp ects made t o in c o n d u ctin g the T i t l e (MOREL), an y one c o n c r e t e fo r co n stru ctin g and n e g a t i v e 5 sta te . unusable. lack of The d e c i s i o n w a s f i n a l l y Thus th e s e to th e e n tir e I I I N e e d s S t u d y s p e n t much t i m e p o sitiv e 5 Too o f t e n m eth o d s and p r o c e d u r e s d a t a made f i n d i n g s Because tio n in v estig ate d . c o u l d n o t be u s e d t o g e n e r a l i z e ESEA T i t l e i n c l u d e d and i n v e s t i g a t e d m icrocosm s w i t h i n th e e d u c a t i o n a l in adequate lec tin g s h o u ld be s h o u l d be in v estig atin g of previous stu d ies. use th e m ajor M ichigan a n d T homas 7 as a b a sic founda­ I I I Needs S tu d y . M ich ig an -O h io R e g io n a l E d u c a tio n a l L a b o ra to ry D e t r o i t , M ichigan, 1966. 0 A c t i v i t i e s t o S t i m u l a t e and S u p p o rt I n n o v a t i o n i n S c h o o l s T o d a y ( A S S I S T ) , Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t , D e t r o i t , M ichigan, 1967. 7 J . A l a n Thomas, S c h o o l F i n a n c e and E d u c a t i o n a l O p p o rtu n ity in M ichigan (L ansing, M ich ig an : M ich ig an D epartm ent of E d u c a tio n , 1968). . 36 It is view o f th e s e th e th e purpose of t h i s th ree th is Study w i l l u n d erstan d the used to p re se n t an o ver­ as t h e y w ere m ost i n f l u e n t i a l developm ent of th e T i t l e O th e r m inor s o u r c e s III stu d ies ch ap ter III needs assessm ent in e s ta b lis h in g in v o lv ed in th e in stru m en t. a d irec tio n fo r a ls o be p r e s e n te d so t h a t process in the re a d e r w i l l d e sig n of the T i t l e S tudy. MOREL The M i c h i g a n - O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y (MOREL), e s t a b l i s h e d S e c o n d a r y Act o f 1965 reg io n al la b o ra to rie s ESEA i s g ran ts p riv ate research stra te d im provem ents is IV o f t h e E l e m e n t a r y a n d ( P u b l i c Law 8 9 - 1 0 ) , in the is U nited S t a t e s .* one o f t w e n t y T itle IV o f an amendment t o t h e C o o p e r a t i v e R e s e a r c h Act o f w hich p e rm its lativ e under T itle in te n t and c o n t r a c t s t o and w i t h p u b l ic ag en cies f o r th e purpose and o f m aking dem on­ in ed u ca tio n al p ra c tic e . fo r lab o ra to ries estab lish ed 19 54 The l e g i s ­ under T it l e IV as fo llo w s : The N a t i o n a l P r o g r a m o f E d u c a t i o n a l L a b o r a ­ t o r ie s is designed to id e n tify e d u c a tio n a l prob­ l e m s , t o c r e a t e new i n s t i t u t i o n s t o c o n d u c t e d u c a t i o n a l r e s e a r c h and r e s e a r c h - r e l a t e d a c t i v ­ i t i e s , to t r a i n in d iv i d u a ls fo r le a d e r s h ip in su ch a c t i v i t i e s , and t o a s s u r e e d u c a t i o n a l im p ro v e m e n ts by im p le m e n tin g t h a t r e s e a r c h . The p r o g r a m w i l l w o r k t o w a r d t h e s e o b j e c t i v e s th ro u g h t h e i n i t i a t i v e and th e c o o p e r a t i v e *M0REL h a s n o t b e e n r e - f u n d e d e x i s t e n c e a f t e r May 3 1 , 1 9 6 9 . and w i l l n o t be in 37 p l a n n i n g o f s c h o l a r s , s c h o o l p e r s o n n e l , and r e p r e s e n ta tiv e s of v a rio u s o th e r groups i n t e r ­ e s te d in e d u c a tio n . R e g i o n a l l y b a s e d l a b o r a t o r i e s w i l l be m u l t i ­ d i s c i p l i n a r y , m u l t i - f u n c t i o n a l e n d e a v o rs w hich include s e v e ra l d i f f e r e n t i n s t i t u t i o n s , o rg a n i­ z a t i o n s and a g e n c i e s t h a t w i l l f u n c t i o n i n c o n ­ c e r t i n r e s e a r c h and r e s e a r c h - r e l a t e d a c t i v i t i e s . L a b o r a t o r i e s w i l l c o n d u c t a w ide r a n g e o f r e s e a r c h , d e v elo p m e n t, and d i s s e m i n a t i o n p r o ­ gram s i n c l u d i n g b a s i c and a p p l i e d r e s e a r c h , c u r r i c u lu m d e v elo p m e n t and e v a l u a t i o n , d e v e l o p ­ ment o f p r o m i s i n g i n n o v a t i o n s , d e m o n s t r a t i o n s o f n o te w o rth y p ro gram s and p r a c t i c e s , t r a i n i n g and d i s s e m i n a t i o n a c t i v i t i e s , r e s e a r c h i n f o r m a ­ t i o n c e n t e r s , and c o n s u l t a t i o n s e r v i c e s t o ^ a s s i s t sc h o o ls in th e im p lem en tatio n of e d u c a ­ t i o n a l im provem ents d e v e lo p e d th r o u g h r e s e a r c h . A com m unications n e tw o rk i s e x p e c te d t o e n a b le th e l a b o r a t o r i e s t o com plem ent and su p p le m e n t each o th er. D i v e r s i t y o f p ro g ram i s i n t e n d e d and e x p ected in o rd e r t h a t la b o r a to r i e s w i l l respond i n d i f f e r e n t ways t o r e s e a r c h n e ed s and t o th e e d u c a tio n a l c h a r a c t e r i s t i c s of th e re g io n s in w hich t h e y a r e e s t a b l i s h e d and t o th e N a t i o n as a w hole. The p u r p o s e s o f t h e l a b o r a t o r y p r o g r a m r e q u i r e a n e m p h a s i s o n c o o p e r a t i o n much b e y o n d t h a t of p r o je c t r e s e a r c h program s. In p a r t i c ­ u l a r , l o c a l s c h o o l s y s te m s o f t h e r e g i o n must p a r t i c i p a t e in th e p l a n n i n g and o p e r a t i o n o f th e la b o ra to ry . In d ev elo p in g p la n s f o r a la b o ­ r a t o r y , t h e f i r s t q u e s t i o n o u g h t n o t t o b e "who g e t s t h e l a b o r a t o r y , " b u t r a t h e r how t h e c o n ­ s t i t u e n t e le m e n ts w i l l be o r g a n iz e d t o : 1. d efine th e r e g i o n a l m em bership, 2. id e n tif y the p a r tic u la r t o be e x p lo re d , 3. in clu d e the resources, 4. c a rry out th e la b o r a to r y 's and p u r p o s e , and 5. allo w f o r o r d e r l y f u tu r e av aila b le problem a re a s and a p p r o p r i a t e fu n ctio n O change. Q U . S . O . E . G u i d e l i n e s f o r T i t l e IV ( t a k e n f r o m a MOREL w o r k i n g p a p e r , The C h a r g e t o t h e T a s k F o r c e on O r g a n i z a t i o n ) . 38 As a n i n d e p e n d e n t n o n - p r o f i t p ro v id ed funds under T i t l e co rp o ratio n , MOREL w a s IV ESEA a n d b e g a n d e v e l o p i n g a p l a n i n Ju n e 1966 w h ic h w ould im prove e d u c a t i o n a l p ro g ram s in the tw o s t a t e s . A lthough th e l a b o r a t o r i e s was t o se rv e a lso ex p ected t h a t m ajor p u rp o se o f th e t h e i r d esig n ated reg io n s, i t was s u c c e s s f u l e n d e a v o r s w ould be d i s s e m i n a t e d to a ll oth er e d u c a tio n a l d esire f o r the a g e n c ie s th ro u g h o u t the N a tio n . lab o ra to ries to The im prove s c h o o l s y s te m s and t o b r i n g a b o u t c h an g e by f o c u s i n g on a n a t i o n a l upgrading of e d u c a t i o n was s t a t e d b y P r e s i d e n t J o h n s o n i n J u l y 1966: . . . T h e s e l a b o r a t o r i e s c o n s t i t u t e a m a j o r new k in d of i n s t i t u t i o n to achieve r a p id in c re a s e s i n e d u c a t i o n a l q u a l i t y o f a mass s c a l e . . . . I hope you w i l l c o n tin u e t o p r e s s fo rw a rd w i t h th e developm ent of th o s e l a b o r a t o r i e s t o a s s i s t in im p ro v in g our sc h o o l sy ste m s. . . . I lo o k to th ese la b o r a to r ie s t o d e a l w ith th e h ig h est p r i o r i t y common p r o b l e m s o f e d u c a t i o n w i t h w h i c h e v e r y com m unity s t r u g g l e s and i n d o i n g s o t o c o n trib u te to a g e n e ra l e le v a tio n of th e q u a lity of e d u c a tio n everyw here. Each la b o ra to ry , w ith u n iq u e t a l e n t s , r e s o u r c e s , and f o c a l p o i n t s , s h o u l d , t h e r e f o r e , be b r o a d l y c o n c e r n e d w i t h e d u c a t i o n i n th e w hole N a t i o n . ^ B efore needs as tu rn in g in d ic ate d to a n o v e r v i e w o f t h e MOREL s u r v e y o f in the in tro d u c tio n to th is d e s c r ip tio n of th e concept background in fo rm a tio n ed u catio n al la b o ra to ry . 9 o f MOREL w i l l c o n c e rn in g the ch ap ter, p rovide a fu rth er p h ilo so p h y beh in d the The f o l l o w i n g was d e v e l o p e d by L e t t e r t o J o h n W. G a r d n e r , S e c r e t a r y o f t h e H e a l t h , E d u c a t i o n a n d W e l f a r e D e p a r t m e n t f r o m P r e s i d e n t L y n d o n B. J o h n s o n , J u l y 5, 1966. MOREL s t a f f catin g as a w orking s ta te m e n t in fo rm a tio n about the and w as u s e d f o r communi­ lab o rato ry a s an o r i e n t a t i o n docum ent f o r t h e alo n g w ith s e rv in g survey. The s t a t e m e n t as fo llo w s: T i t l e I V o f t h e 1965 E l e m e n t a r y a n d S e c o n d a r y E d u c a t i o n A c t ( P u b l i c Law 8 9 - 1 0 ) p r o v i d e s f o r the e stab lish m en t of re g io n a l e d u c a tio n a l la b o ra ­ to rie s. These l a b o r a t o r i e s have a p rim a ry r e ­ s p o n s ib ility fo r a s s i s t i n g in id e n tify in g , r e ­ s e a r c h i n g , and im p le m e n tin g e d u c a t i o n a l im pro ve­ m ents. E d u c a t o r s i n M ic h ig a n and O h io have c o o p e r a t e d i n c r e a t i n g one o f tw e n ty s u c h l a b o ­ rato ries. An i n d e p e n d e n t n o n - p r o f i t c o r p o r a t i o n , M ich ig an -O h io R e g io n a l E d u c a tio n a l L a b o ra to ry (MOREL), h a s b e e n p r o v i d e d f u n d s u n d e r T i t l e IV f o r th e p u rp o se o f d e v e lo p in g a p la n f o r th e tw os ta te reg io n a l lab o ra to ry . P lan n in g i s e x p ected t o b e c o m p l e t e d b y D e c e m b e r 1, 1 9 6 6 . T h is sta te m e n t r e p r e s e n ts the c o n cep t of t h e l a b o r a t o r y a s o f Ju n e 30, 1 9 6 6 . I t is sub­ j e c t t o change as i t is a n a ly z e d , c r i t i c i z e d , a n d r e d e s i g n e d d u r i n g t h e d e v e l o p m e n t a l and o p eratio n al sta g es. H o p efu lly , t h i s attem p t t o c h a r a c t e r i z e th e t h o u g h t s and o p i n i o n s o f t h o s e in v o lv ed t o d ate w i l l cause f u r t h e r e x am in a tio n a n d t h i n k i n g w h i c h may r e s u l t i n r e c o m m e n d a t i o n s t o s t r e n g t h e n or re s h a p e th e c o n c e p t. A m ajor c o n c e rn of e d u c a t o r s and o t h e r s i n t e r e s t e d in the e d u c a tio n a l e n te r p r is e has been th e d i f f i c u l t y of b r in g in g to g e th e r id e a s and c l e a r l y d e f i n e d n e e d s o r p r o b le m s i n a way w hich m ight f u r t h e r th e im provem ent o f e d u c a ­ t i o n a l program s. M ore e d u c a t i o n a l r e s e a r c h n e e d s t o h a v e i m p a c t upon f i e l d p r a c t i c e and more s u c h r e s e a r c h n e e d s t o grow o u t o f f i e l d d e fin ed needs. R a th e r th a n th in k in g of the l a b o r a to r y as a p la c e in the p h y s ic a l sen se, i n t h i s c o n t e x t i t i s lo o k e d upon as a p r o c e s s or a co n cep t. T h i s p r o c e s s i s one w h i c h i m p l i e s th e c o n tin u o u s i n t e r a c t i n g of ideas w ith needs i n a m ajor e f f o r t t o s t r e n g t h e n e d u c a t i o n a l program s. Thus, th e a c t i v i t y o f th e l a b o r a t o r y w i l l t a k e p l a c e i n many l o c a t i o n s t h r o u g h o u t t h e reg io n . Through t h e d e f i n i n g o f c o n c e rn s or n e e d s — w h ich , i f m et, w ould l i k e l y im prove e d u ­ c a t i o n a l p r a c t i c e , and t h r o u g h t h e i d e n t i f i c a ­ t i o n o f in n o v a t i v e id e a s and th e b r i n g i n g t o l i g h t of r e s e a r c h e v id e n c e , th e s t a f f of the is l a b o r a t o r y may w e l l b e a b l e t o a i d l o c a l s c h o o l s and o t h e r i n s t i t u t i o n s and a g e n c i e s i n s t r e n g t h ­ en in g th e le a r n in g o p p o r tu n itie s p ro v id e d fo r stu d en ts. The i d e n t i f i c a t i o n o f n e e d s a n d r e s o u r c e s w i l l be t h e r e s p o n s i b i l i t y o f e d u c a ­ to rs in th e re g io n . MOREL h a s a c c e p t e d a s o n e o f i t s m a j o r t a s k s an e x a m i n a t i o n o f t h e p r o c e s s by w h ic h i d e a s a r e b r o u g h t t o b e a r on e d u c a t i o n a l p r o b ­ lems i n s u c h a way t h a t c h a n g e o c c u r s ; o b v i o u s l y a d im en sio n of t h i s p ro c e ss in v o lv e s a look a t th e co m m u n icatio n betw een th e r e s e a r c h e r and th e p ra c titio n e r. T hrough th e s e p a r t i c u l a r e f f o r t s more may b e l e a r n e d a b o u t t h e n a t u r e o f e d u c a ­ tio n a l change. The l a b o r a t o r y w i l l i n v o l v e a b r o a d r e p r e ­ se n ta tio n of e d u c a tio n a l in te r e s ts in i t s p la n ­ n in g and o p e r a t i o n , and w i l l p r o v i d e l e a d e r s h i p an d o t h e r s e r v i c e s f o r e d u c a t i o n a l r e s e a r c h , the d ev elo p m en t o f id e a s , th e s h a r i n g o f id e a s , an d i m p l e m e n t a t i o n a c t i v i t i e s t o m e e t t h e n e e d s of th e r e g io n . I t is ex p ected t h a t la b o ra to ry a c t i v i t i e s w i l l com bine r e s e a r c h e r , and p r a c t i ­ t i o n e r , f o c u s i n g on a s p e c i f i c p r o b l e m . In s u c h a p r o c e s s a n s w e r s t o one o r more o f t h e f o l lo w i n g q u e s t i o n s w i l l be s o u g h t: 1. W hat, s p e c i f i c a l l y , i s What a r e i t s e l e m e n t s ? 2. W hat r e l e v a n t i n f o r m a t i o n w i l l r e l i e v i n g th e problem ? 3. W hat p r o g r a m s m ig h t b e d e v e l o p e d t o in problem s o lu tio n ? 4. W hat e v a l u a t i o n program s? 5. I n w h a t w a y s m i g h t t h e new p r o g r a m b e shared w ith o th ers? By d e m o n s t r a t i o n ? By w r i t t e n w o r d ? O t h e r ? O ther lab o ra to ry th e problem ? aid in aid s h o u l d b e made o f s u c h task s in clu d e: 6. B a s i c r e s e a r c h on t h e and in n o v a tio n 7. E s t a b l i s h m e n t of an i n f o r m a t i o n c e n t e r 8. S o lu tio n problem 9. E d u c a t i o n and t r a i n i n g developm ent p e rs o n s. of the process lab o ra to ry o f change sta ffin g of research and In o rd e r t o c a r r y out p la n s f o r such an o p e ra ­ t i o n t h e d e v e l o p m e n t s t a f f e x p e c t s t o (1) c o n ­ du ct c o n v e r s a tio n s w ith th o se concerned w ith e d u c a t i o n a l r e s e a r c h developm ent in M ich ig an and O h io t o g e t t h e i r v ie w s on e s t a b l i s h i n g t h e o p e r a t i o n a l l a b o r a t o r y and s e c u r i n g s t a f f , and (2) c o n d u c t a p r e l i m i n a r y s u r v e y t o l o c a t e r e s o u r c e s ; i d e n t i f y problem s; g a in s u g g e s tio n s ; and i d e n t i f y e x i s t i n g p r o j e c t s w hich r e l a t e p r a c t i t i o n e r , p ro b lem , and r e s e a r c h e r . The i d e n t i f i c a t i o n o f r e s o u r c e s f o r l a b o r a ­ to ry o p e ra tio n is seen as a c r i t i c a l p a r t o f th e developm ental p e rio d . E nv iro n m en ts t o s tu d y e d u ­ c a t i o n a l p ro b le m s; p e r s o n n e l ; equipm ent f o r i n f o r m a t i o n p r o c e s s i n g , s t o r a g e , and d i s s e m i n a ­ t i o n ; l o c a t i o n s f o r l a b o r a t o r y p e r s o n n e l and e q u i p m e n t ; and o t h e r s o u r c e s o f f u n d i n g a r e ex am ples o f r e s o u r c e s . The u l t i m a t e i m p a c t a n d s u c c e s s o f MOREL d e p e n d u p o n t h e c o o p e r a t i v e and c o m p le m e n ta ry e f f o r t s of a l a r g e number and v a r i e t y o f p e r s o n s a n d a g e n c i e s who a r e c o n c e r n e d w i t h q u a l i t y e d u c a t i o n and a c t i v e l y co m m itted t o th e a c t i v i t i e s and c o n c e p tu a l developm ent o f th e lab o ra to ry . As i n d i c a t e d m ajor c o n c e rn in the conduct a survey to in th e developm ental sta g e id en tify problem s so t h a t th e s e n ated r e s p e c tiv e ly . w o u ld a l s o be p a r t tio n ed h isto ry the reader w ill above s t a t e m e n t , the o f MOREL w a s t o re g io n a l e d u c a tio n a l needs or a r e a s m ig h t be s a t i s f i e d Id e n tific atio n of t h i s in itia l of ideas process. or e lim i­ and r e s o u r c e s U sing t h e aforem en­ a n d p h i l o s o p h y o f MOREL a s a k n o w l e d g e b a s e , u n d e rsta n d th e rem ainder of t h i s sectio n w h i c h w i l l b e d e v o t e d t o d e s c r i b i n g MOREL'S s u r v e y o f e d u ­ c atio n a l needs, resources, and i d e a s . Because of th e focus P r o g r e s s R e p o r t — "T h e D e v e l o p m e n t o f t h e M i c h i g a n O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y , " S e p t e m b e r 1, 1 9 6 6 , pp. 6 -8 . of t h i s tio n th esis, m a j o r s t r e s s w i l l be p l a c e d o n t h e o f the needs d escrip ­ id en tificatio n . D e s c r i p t i o n o f How G e n e r a l N e e d s o f P e r s o n s i n t h e R e g i o n Were D e t e r m i n e d a n d How P r i o r i t i e s W ere A s s i g n e d The f i r s t was t h e id en tific atio n an d p r o b l e m s in th e by t h e p l a n n i n g in i t s phase e n tirety ) in th e developm ental s ta g e and a r t i c u l a t i o n two s t a t e reg io n . o f MOREL of e d u c a tio n a l needs A co n cise statem en t a n d d e v e l o p m e n t t e a m o f MOREL ( c i t e d e a r l i e r in d ic a te d the p h i l o s o p h y b e h in d s u c h an u n d ertak in g : A m ajor c o n c e rn o f e d u c a t o r s and o t h e r s i n t e r e s t e d in the e d u c a tio n a l e n t e r p r i s e has been the d i f f i c u l t y of b rin g in g to g e th e r id eas a n d c l e a r l y d e f i n e d n e e d s o r p r o b l e m s i n a way w h ic h m ight f u r t h e r th e im provem ent o f e d u c a ­ t i o n a l program s. More e d u c a t i o n a l r e s e a r c h n e e d s t o h a v e im p a c t upon f i e l d p r a c t i c e and m ore s u c h r e s e a r c h n e e d s t o grow o u t o f f i e l d d e fin e d n e e d s. . . . Through th e d e f i n i n g of c o n c e r n s o r n e e d s — w h ic h , i f met, w ould l i k e l y im p ro v e e d u c a t i o n a l p r a c t i c e , and t h r o u g h th e i d e n t i f i c a t i o n o f i n n o v a t i v e i d e a s and t h e b rin g in g t o l i g h t of re s e a r c h ev id en ce, th e s t a f f o f t h e l a b o r a t o r y may w e l l b e a b l e t o a i d l o c a l s c h o o l s and o t h e r i n s t i t u t i o n s and agen cies in s tre n g th e n in g th e le a rn in g o p p o rtu ­ n i t i e s provided fo r s tu d e n ts . The i d e n t i f i c a ­ t i o n o f n e e d s and r e s o u r c e s w i l l be t h e r e s p o n ­ s i b i l i t y o f e d u c a t o r s i n t h e r e g i o n . . . . The la b o r a to r y w i l l in v o lv e a broad r e p r e s e n t a t i o n o f e d u c a t i o n a l i n t e r e s t s i n i t s p l a n n i n g and o p e r a t i o n , and w i l l p r o v i d e l e a d e r s h i p and o th e r s e r v ic e s fo r e d u c a tio n a l r e s e a rc h , the developm ent o f id e a s , th e s h a r in g of id e a s , and i m p l e m e n t a t i o n a c t i v i t i e s of the re g io n . A s ta te m e n t w hich f u r t h e r b e h i n d MOREL i s found t o meet th e su b stan tiates needs the p h ilo so p h y in th e S eptem ber 1, 19 6 6 P r o g r e s s R ep o rt: I t has b e e n th e p o s i t i o n of th e developm ent s t a f f t h a t th e c r e a t i o n of th e L ab o ra to ry should be f i e l d o r i e n t e d j u s t as i t s o p e r a t i o n m ust b e . F o r t h i s r e a s o n a g r e a t many p e r s o n s h a v e s h a r e d i n t h e c o n t i n u i n g e v o lv e m e n t and e v a l u a t i o n of the co n cep t of the L a b o ra to ry --th e g e n e ra l d e v e l­ opment p l a n w a s — t o s u r v e y t h e r e g i o n f o r n e e d s, r e s o u r c e s , and s u g g e s t i o n s f o r th e L a b o r a to r y d e s i g n and t o e s t a b l i s h c o m m u n ic a tio n t h r o u g h o u t t h e r e g i o n — we b e l i e v e t h a t f o r a c c e p t a n c e , s u p ­ p o r t , and e f f e c t i v e n e s s th e L a b o r a to r y sh o u ld be f i e l d - o r i e n t e d (responsive t o th e needs of l e a r n e r s and t e a c h e r s a s s e e n by p e o p l e i n th e f i e l d ) and s h o u l d e v o lv e from th e i d e a s o f m any-The o v e r a l l g o a l o f t h e M i c h i g a n - O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y i s t o im prove th e q u a l i t y of e d u c a tio n f o r c h ild r e n , y o uth, and te a c h e rs i n t h e r e g i o n — To p u r s u e t h i s o v e r a l l g o a l , i t is u s e f u l to u t i l i z e o p e ra tio n a l g o a ls — the o p e r a t i o n a l c r o a l s w i l l b e a c h i e v e d w h e n — (1) a p re lim in a ry assessm en t (in p r i o r i t y rank) of the e d u c a t i o n a l n e e d s o f t h e r e g i o n as e x p r e s s e d t h r o u g h c u r r e n t p r o b l e m s h a s b e e n p r e p a r e d , (2) an i n i t i a l a n a l y s i s of th e e d u c a t i o n a l r e s o u r c e s o f t h e r e g i o n h a s b e e n c o m p l e t e d , (3 ) a p r o g r a m w hich h o ld s o p e r a t i o n a l p ro m ise f o r b r i n g i n g th e r e s o u r c e s t o b e a r on t h e n e e d s h a s b e e n e v o l v e d . ^ Because th e m i s s i o n o f MOREL w a s s c h e d u l e d t o b e c o m e o p e r a t i o n a l b y D e c e m b e r 1, an e x h a u s t i v e n e e d s of t h e sc ie n tific reg io n . 1966, study In lie u in tim e l i m i t a t i o n s p r e v e n t e d id e n tify in g ed u catio n al of th e tim e n e c e ssa ry to "The C o n c e p t o f t h e L a b o r a t o r y , " a s t a t e m e n t by t h e p l a n n i n g and d e v e l o p m e n t t e a m o f t h e M i c h i g a n - O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y , J u n e 3 0 , 19 66 ( e x p e r i m e n t a l d raft) . 12 P ro g re s s R ep o rt, S e p t e m b e r 1, 1966, loc. c it. c o n d u c t an e x h a u s tiv e fied judgm ent sam ple p r o c e d u r e s were tio n study, MOREL d e c i d e d of p a r tic ip a n ts , not em ployed, of th ese p a r t i c i p a n t s . M ic h ig a n and O hio, d i s c u s s i o n guide com petent tio n for in terv iew er of the T itle a survey use a stra ti­ and a l t h o u g h random c a r e was t a k e n in th e U sin g c o n s u l t a n t s from b o th and t h e in -d ep th selected of t h i s in clu d ed p a rtic ip a n t. as A ppendix B t o c o n d en satio n , MOREL s u r v e y f o r m h a s b e e n a l t e r e d as a i n t e r v i e w betw een a s u r v e y f o r m u s e d b y MOREL a n d r e l e v a n t Because selec­ i n s t r u m e n t was d e v e l o p e d a len g th y I I I Needs S t u d y i s stu d y . to the form at A por­ to th e th is of the som ew hat. I t was e x t r e m e l y i m p o r t a n t t h a t t h e i n t e r v i e w e r s w e re c o m p e te n t p e r s o n s as i t was n e c e s s a r y f o r them t o convey t h e L a b o r a to r y c o n c e p t t o e a c h in te rv ie w e e alo n g w ith g a in in g h i s c o n fid e n c e s o t h a t t h e n e e d s and p r o b l e m s e x p r e s s e d w o u ld be as a c c u r a t e as p o s s i b l e . C om petence was a l s o n e e d e d i n w r i t i n g , a s summary s h e e t s accom panied th e i n s t r u m e n t s o t h a t th e i n t e r ­ v iew er co u ld r e p o r t th e g e n e r a l t h r u s t o f th e in terv iew . A c o p y o f t h e summary s h e e t is i n c l u d e d a s A p p e n d i x C. O t h e r c o m m u n i c a t i o n was a l s o p r o v i d e d by t h e v iew ers in th e form o f l e t t e r s , T his type surface of i n f o r m a t i o n was v a l u a b l e sch o o l sy stem s, o f com m unication i s 13 c o n v ersatio n s, as i t t o o f f e r p e r h a p s a m o re r e a l i s t i c need survey, type telep h o n e a n d MOREL. in te r­ e tc . c u t b en eath th e a p p raisal of th e An e x a m p l e o f t h i s as fo llo w s: W r it e r 's p e rs o n a l n o te s of a c o n v e r s a tio n w ith C h a r l e s K r o m e r , C o o r d i n a t o r , I n f o r m a t i o n S y s t e m , MOREL, D ecem ber 12, 1 968. The u s u a l c o n c e r n s f o r e d u c a t i o n a n d c h i l ­ d re n have b een e x p o sed in th e i n t e r v i e w s I have done. Emphases v a ry fro m s c h o o l t o s c h o o l , b u t m o s t s c h o o l s h a v e n e e d s i n common. I t is a sim p le m a tte r t o l i s t th e s e t a n g i b l e s : money, tim e, b e t t e r - t r a i n e d s t a f f , o p p o r t u n i t i e s f o r success, in -se rv ic e tra in in g , v o c atio n a l educa­ tio n , b e tte r f a c i l i t i e s , cu rricu lu m c o o rd in a tio n , b e tte r access to c u rre n t ev en ts in e d u c a tio n . The f e e l i n g w h i c h a c c o m p a n i e s t h e e x p r e s s i o n of th e s e needs v a r i e s from s c h o o l t o s c h o o l. Some s h o w a g e n u i n e c o n c e r n f o r c h i l d r e n , o t h e r s a r e m o re m e r c e n a r y , o t h e r s j u s t a p a t h e t i c . In ter­ e s t i n MOREL a l s o v a r i e s , b u t t h e u n i v e r s a l t h e m e u n d erly in g i t a l l is s u s p ic io n th a t here is a p o t e n t i a l l y v a l u a b le t h i n g t h a t i s g o in g t o go t h e way o f a l l o t h e r " r e s e a r c h - t y p e " p r o g r a m s . I t w i l l r u n i t s c o u r s e , p u b l i s h and end up n e v e r having to u ch e d th e c h i l d r e n in th e c la s s ro o m f o r whom, s u p p o s e d l y , a l l t h i s w o r k i s b e i n g d o n e . I t i s s o d o m in an t a th e m e — I t i s s e r i o u s and u n l e s s we k e e p i n t o u c h w i t h t h e s c h o o l s we a r e " s u n k . . . . " 14 T ria l in terv iew s carried out in June mum o f t w o h o u r s w a s n e e d e d w i t h t h e rab le amount o f tim e ing th e w r i t e - u p . for W hile t h e fo llo w in g c a te g o rie s view ees: in terv iew s a rra n g in g th e s u rv e y w ere b e in g c o m p le te d , the in d icated th a t procedures a m in i­ and a compa­ in terv iew and c o m p le t­ for carry in g approxim atly ou t the 1,2 0 0 p e rs o n s o f p o s i t i o n w ere s e l e c t e d as from in te r- 15 14 L e t t e r t o MOREL A s s o c i a t e D i r e c t o r Hough, f r o m a MOREL i n t e r v i e w e r r e g a r d i n g f e e l i n g s a b o u t i n t e r v i e w s d o n e to d ate. 15 pp. 9-10. P ro g re s s R ep o rt, S e p t e m b e r 1, 1966, op. c i t ., S u p e r i n t e n d e n t s .......................... 15% O t h e r C e n t r a l O f f i c e P e r s o n n e l ..................... 10% P r i n c i p a l s and A s s i s t a n t P r i n c i p a l s . . 15% E lem en tary Secondary T e a c h e r s ............................................................................. 10% E lem en tary Secondary R e s e a r c h and D e v elo p m en t A g e n c ie s . . . 15% Lay C i t i z e n s (B oard M embers, i n d u s t r y , p a r e n t s ) .................................................................................10% C o lle g e and U n i v e r s i t y P e r s o n n e l . . . . 15% G o v e r n m e n t , A s s o c i a t i o n , U n i o n ............................ 10% P ublic A p ro file were a n d N o n - P u b l i c ................................ 100% of th e in terv iew ers a l s o draw n fro m a l l secto rs p o sitio n s h e l d by t h e teach ers, research d irec to rs, u n iv ersity and A u g u st, a ll o ffice stu d en ts, conduct th e survey d u rin g th e d e v e lo p m e n t s t a f f was h e l d in itia l process, the in terv iew ees lis h e d fo r the a ll on J u l y developm ent s t a f f 20 a s an o r i e n t a t i o n A long w i t h a d i s c u s s i o n survey in stru m en t p resen ted , se lec te d . of th e in sp e ctio n lab o ra­ and th e M a c h in e ry was a l s o e s t a b ­ in terv iew sched u les. in s t r u m e n t s w ere t o be r e t u r n e d for p erio d . th e w orking c o n ce p t of th e prom pt r e t u r n C om pleted th is Two in te r v ie w e r s w ith the in te rv ie w p ro c e ss. t o r y was e x p l a i n e d , m onths a maximum o f t w e n t y d a y s . A r e g io n a l m eeting of in terv iew perso n n el, and la y p e r s o n n e l . i n t e r v i e w s c o u l d be c o n d u c t e d p e r day d u r i n g of t h e V arious i n t e r v i e w e r s w ere ask ed t o c o n t r i b u t e a minim um o f t e n d a y s u p t o s e s s io n fo r the th a t they in clu d ed p r in c ip a ls , c en tral g rad u ate B e c a u s e MOREL p l a n n e d t o of J u l y of e d u catio n . in te rv ie w e rs professors, in d icates to th e and c l a s s i f i c a t i o n . An ag reem en t w ith th e E d u c a ti o n a l R e se a rc h D epartm ent, P u b l i c S c h o o l s w a s made t o E arly re tu rn s p relim in ary e stab lish of com pleted c la ssifica tio n ev o lv e d from t h i s analyze early needs retu rn in g d ata d ata. in stru m en ts p erm itted of the d a ta . an aly sis p relim in ary p r i o r it i e s The p r i o r i t y the D etro it for C lu sters of needs and w ere u t i l i z e d the i n d i c a t e d by th e e a r l y o p e ra tio n a l to stag e. r e t u r n s were as fo llo w s: 1. M ore a n d b e t t e r sk ille d 2. M ore a n d b e t t e r s k i l l e d c h a n g e a g e n t s ( r e s e a r c h e r s , d e v e lo p e rs, d is s e m in a to rs , d em o n strato rs, u t i l i z a ­ tio n f a c ili t a t o r s , su p erv iso rs, e tc .) 3. B e t t e r a d m i n i s t r a t i v e (m ainly p r i n c i p a l s ) s h i p f o r i n s t r u c t i o n a l im provem ent 4. H elp w i t h 5. A nsw ers t o s p e c i f i c a d m i n i s t r a t i v e ( c e n t r a l o f f i c e ) q u e s t i o n s and p ro b lem s ( f in a n c e , e t c . ) 6. A nsw ers t o 7. D e v e l o p m e n t a n d e v a l u a t i o n o f new i n s t r u c t i o n a l program s w i th in s p e c i f i c a re a s 8. Know ledge 9. K now ledge fr o m r e s e a r c h t h a t h a s b e e n r i g o r o u s l y and t h o r o u g h ly d e s ig n e d , c o n d u c te d , and r e p l i c a t e d ( t h a t can be t r u s t e d ) 10. F a r g r e a t e r j o i n t e f f o r t , i n t e r a c t i o n and com m unica­ t i o n among e d u c a t i o n a l o r g a n i z a t i o n s , e s p e c i a l l y s c h o o l s y s t e m — u n i v e r s i t y r e l a t i o n s , common p r o b l e m g r o u p s , and i n c r e a s e d use o f th e r e s o u r c e s of p r i ­ v ate e n te r p r is e 11. D i r e c t r e s e a r c h , d e v e lo p m e n t, d e m o n s t r a t i o n , and e v a l u a t i o n s e r v i c e t o s c h o o l s and s c h o o l s y s te m s in stru ctio n al sp ecific teach ers program s f o r in stru ctio n al lead er­ slow er l e a r n e r s problem s o f new t e c h n i q u e s 12. G r e a t e r u n d e r s t a n d i n g on th e p a r t o f a l l s t a f f o f l e a r n e r s and th e s o c i e t y in w hich th o s e l e a r n e r s l i v e .1 6 B ecause of tim e s c h e d u l e s w ere n o t In stead , in clu d ed 602 o f t h e analyzed. lim ita tio n s in th e of the f in a l d ata in terv iew an aly sis. a p p r o x i m a t e l y 1, 200 i n t e r v i e w s w e r e The p r o c e d u r e s u t i l i z e d b y t h e D e t r o i t S ch o o ls R e se a rc h D epartm ent are a ll P ublic along w ith t h e i r m ajor f i n d in g s p r e s e n t e d below . P ro c e d u re s F ollow ed in A n a ly sis of R esponses o n MOREL I n t e r v i e w S c h e d u l e s ! ? 1. responses The S u p e r v i s o r c a t e g o r i z e d and t a l l i e d o f a b o u t 10 p e r c e n t o f t h e 2. tally in g , He w r o t e up a p r o c e d u r e f o r c a t e g o r i z a t i o n a ll responses and t h e n p l a c i n g t h e s e t a l l y was made, fo r the c ateg o ries. The p r o c e d u r e first u sing th e se categ o ries. and sug­ 60 i n t e r i v e w s , i n m ajo r and s u b c a t e g o r i e s . down a n y r e s p o n s e s w h i c h d i d n o t f i t Then t h e The r e a d e r w r o t e in to the p relim in ary New c a t e g o r i e s w e r e t h e n c r e a t e d f r o m t h e m iscellan eo u s resp o n se s, of 1 or 2 were left 16I b i d . , p. 17 sch ed u les. w h i c h he g a v e t o e a c h r e a d e r . g ested w ritin g the u n t i l only th o se hav in g a freq u e n cy in the m is c e lla n e o u s group. R esponses 31. "The D e v e lo p m e n t o f t h e M i c h i g a n - O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y , S e c o n d R e p o r t , " O c t o b e r 2 4 , 1966 (see A ppendix A ) . w ere t a l l i e d according t o the p o sitio n of the person in terv iew ed . 3. T he c a t e g o r i z a t i o n c e n t sam ple done by t h e done by th e r e a d e r . D is c r e p a n c ie s w ere d i s c u s s e d at. tim e t o ru n a r e l i a b i l i t y was, on t h e study a h ig h degree sh e ets checked in t h is tency of fin d in g s 4. ta lly in g The r e a d e r s 600 i n t e r v i e w to (N ote: 5. tally . tren d responses. th ere the in te rn al gives in te rp retatio n s, c o n tin u ed the tally co n sis­ q u estio n s some e v i d e n c e categ o riza tio n s, categ o rizin g The c o m p l e t e d t a l l y su pervisor, p relim in ary The p u r p o s e 6. reader) and each s e t of s h e e t was g i v e n who c h e c k e d t h e fin al sam ple. T h e s u p e r v i s o r made e ra l tren d s the ( t a k i n g from 3 5 - 4 0 h o u r s f o r sh eets). ag ain st h is in a ll and re a d e rs.) and d i s c u s s e d w i t h t h e to ta l the of the a t home by t w o i n d i v i d u a l s , m anner. of th e and a categ o riza tio n of agreem ent (each t a b u l a t e d by a d i f f e r e n t and t a b u l a t i o n s on t h e from r e s p o n s e s t o d i f f e r e n t of the r e l i a b i l i t y 10 p e r ­ W h ile t h e r e was n o t s u f f i c i e n t sa m e 6 0 s h e e t s , in general, of th e s u p e r v i s o r was c h e c k e d w i t h t h a t m utual ag reem en t a r r i v e d tally in g and t a l l y i n g of t h i s was a summary f o r e a c h d e t a i l e d tw ofold: to determ in e gen­ and t o check the c a t e g o r i z a t i o n s . The s u p e r v i s o r w r o t e and f i n d i n g s a p relim in ary from e a c h of th e statem en t in terv iew of q u estio n T h i s p r e l i m i n a r y s t a t e m e n t was n o t f i n a l . It was m e r e ly f o r t h e MOREL d i r e c t o r ' s a p relim in ary re p o rt 7. w ritten It convenience in g iv in g t o d i f f e r e n t MOREL p l a n n i n g g r o u p s . was recom m ended t h a t by a c o m m i t t e e of p erso n s the fin al r e p o r t be s e l e c t e d b y t h e MOREL d ire c to r. 8. in te rv ie w The number o f p e r s o n s in each p o s itio n f o r whom s c h e d u l e r e p o r t s w e re r e a d an d t a b u l a t e d was as fo llo w s: a. b. c. d. e. f. g. h. S u p e r i n t e n d e n t s ............................................................................. 99 O ther C e n t r a l S t a f f P e r s o n n e l ................................. 1 3 1 P r i n c i p a l s and A s s i s t a n t P r i n c i p a l s . . . . 119 T e a c h e r s .................................................................................................. 73 R e s e a r c h A g e n c y P e r s o n n e l .................................................. 16 L ay C i t i z e n s ....................................................................................... 45 U n i v e r s i t y S t a f f P e r s o n n e l .................................................. 91 R e p r e s e n t a t i o n o f O t h e r A g e n c i e s .................................. 28 T o t a l .........................................................................................6 0 2 The O c t o b e r 2 4 , d i x A, provides tio n a l needs. fin d in g s a com plete of t h e s e needs T his concern i s th e ir ed u catio n , in d ic ate d to ty p e a ttitu d e s, to the L a st in term s o f p u b lic sk ills esp ecially is in the and th e in term s th e type of needs. and human r e l a t i o n s h i p s . and i n g e t t i n g frequency deal w ith p u p il d e a lin g w ith te a c h e rs , d e a ls w ith problem s o f th e im provem ent, survey of ed u ca­ in th a t r e p o r t. of p u p il f o llo w e d by t h a t categ o ry of concern, responses, rela tio n as number o f c o n c e r n s bo th according The t h i r d summary o f t h e Appen­ T he f o l l o w i n g p a g e s p r e s e n t o n l y t h e m a j o r The g r e a t e s t needs, 1 9 6 6 S e c o n d R e p o r t o f MOREL, of frequency of sc h o o l system in q u a lifie d staffs. concern fo r c u rric u lu m teach in g of read in g . A short summary o f t h e report is c ateg o ries p resen ted of needs as p resen te d in the as f o llo w s : L e a rn e r Needs Q uestion what a re th e 3 (page 3): m ost p r e s s i n g "L e a r n e r . In your o p in io n needs of le a r n e r s in your o rg a­ n iza tio n ? " Summary o f R e s p o n s e s A lm ost e v e r y n e e d o f th e rela te d to h is ex p erien ces latio n sh ip s cep ts. sk ills The l i s t i n g sheet shows a b o u t to ta l im pact tio n in a ll in sch o o l. b etw een p h y s ic a l betw een t e a c h e r 's its and p u p i l s ' of learn er tally is T here i n some way are in te rre ­ and p s y c h o l o g i c a l n e e d s, needs 2,0 0 0 m en tio n s of th e learn er of su g g ests phases— teach ers, achievem ents and c o n ­ on t h e r e a d e r ' s sp ecific needs. an i n d ic tm e n t cu rricu lu m s, and ta lly The of educa­ fac ilitie s, and p h i l o s o p h i e s . The f r e q u e n c i e s of responses needs w ith in each c a te g o ry p sy c h o lo g ic al program sk ills c u rricu lu m teach er sp ecial serv ices academ ic 344 269 268 23 6 145 11 2 105 The m a j o r p r e s s e s tu d in a l (self-co n cep t v id u a liz a tio n is in d icatin g as f o llo w s : a d m in istrativ e in stru ctio n al co u n selin g s c h o o l com m unity m ed ical-d en tal teach er-p u p il fa c ilitie s of learn er 92 91 88 87 64 51 37 n e e d s seem t o be a t t i and m o t i v a t i o n ) , and s k i l l s learn er developm ent), in stru ctio n al and c u r r i c u l a r (in d i (d e v e lo p m e n t and a d ju s tm e n t t o n e e d s ) . teach ers to th is h is receiv ed r e la tiv e ly one q u e s t i o n . tech n iq u es, h i s know ledge rela te d h is to the p u p il," if the i n f r e q u e n t m ention in re sp o n se However, th e sk ill of the teach er— p e rs o n a l r e l a ti o n s h i p s w ith p u p ils , o f p s y c h o l o g y and s u b j e c t m a t t e r — i s fu lfillm e n t e d u c a tio n becom es, Indeed The e d u c a t i o n o f of le a rn e r by i m p l i c a t i o n , re a d e r 's ta llie s and " i n s t r u c t i o n a l " becom es s e c o n d on t h e list are needs, th at a m ajor l e a r n e r for "te a c h e r," com bined, and so c lo s e ly teach er need. "teach er- tea ch e r e d u catio n of le a r n e r n eeds. T e a ch e r Needs Q u e stio n 4a m ost p r e s s i n g who d o t h e (page 4 ) : "In your o p in io n what are needs re g a rd in g th e sta ff the of your o rg a n iz a tio n a c tu a l teach in g ?" Summary o f R e s p o n s e s E v id en ces o f t e a c h e r n e e d s come much more s t r o n g l y from a d m i n i s t r a t o r s S u p erin ten d en ts, a ssistan t lack in g th a n from th e c en tral sta ff p rin c ip a ls expressed in u n iv e rsity stru c tio n . teach ers p erso n n el, th em selv es. and p r i n c i p a l s o p in io n s t h a t te a c h e rs tra in in g e sse n tia l Some o f t h e p r e - s e r v i c e to e ffic ie n t lack s, or needs, f r e q u e n c i e s w i t h w hich t h e y w ere m e n tio n e d by th e in te rv ie w e d are liste d b elow . or are in ­ and th e 602 p e r s o n s E d u c a t i o n i n b e h a v i o r a l s c i e n c e s ..................................... 99 S u b j e c t m a t t e r k n o w l e d g e .......................................................... 98 K now ledge o f t h e l e a r n i n g p r o c e s s ................................ 68 A b i l i t y t o p u t t h e o r y i n t o p r a c t i c e ...........................27 The p e r s o n s little in terv ie w ed p re -s e rv ic e ex p erien ce felt te a c h e r s had had to o in: P ra c tic e teach in g .......................................................................... 68 T each in g -tech n o lo g y ..................................................................... 44 A p p r a i s a l a n d e v a l u a t i o n .......................................................... 47 R e s e a r c h .................................................................................................... 35 I t w o u ld seem t h a t in clu d in g some u n i v e r s i t y some w e a k n e s s e s e d u catio n . in th e the p r a c t i t i o n e r s personnel, teach er Most f r e q u e n t developm ent of d e s i r a b l e are of people speaking, the in terv iew ed , needs and t h e th ere in in te a c h e rs. a ll teach ers field , are g iv e n by c o l l e g e s comments on t h e a ttitu d e s of need i s e x p r e s s e d by p e rs o n s ries feel th at train in g th e in th e of need fo r T h is type of the e ig h t c a te g o ­ in clu d ed . R oughly f r e q u e n c i e s w i t h w h ich th e y were m entioned a re : I m p r o v e m e n t o f a t t i t u d e s t o w a r d p u p i l s ...................... 124 D i s p o s i t i o n to w a rd c h an g e and i n n o v a t i o n . . . . 99 A t t it u d e s tow ard t h e i r r o l e s as te a c h e r s . . . . 44 ...................... 43 P r o f e s s i o n a l com m itm ent t o t h e i r w o rk I n view o f t h e s e e x p r e s s e d ing t h a t th e r e catio n are 450 m en tio n s of te a c h e rs . ed u catio n s p e c ifie d The t y p e s lack s, it of needs fo r is in serv ice and f r e q u e n c i e s as n e ed s by th e persons not s u rp ris ­ of edu­ in serv ice in te rv ie w e d are: S k i l l s and t e c h n i q u e s o f t e a c h i n g ........................... 125 69 Human r e l a t i o n s .......................................................................... V i s i t i n g a n d o b s e r v i n g o t h e r c l a s s e s ........................... 52 ................................ 41 K now ledge o f t h e s c h o o l com m unity R e s e a r c h ..................................................................................................... 41 A b i l i t y t o c h a n g e .......................................................................... 33 U n s p e c i f i e d and m i s c e l l a n e o u s ........................................... 89 O t h e r t e a c h e r n e e d s m e n t i o n e d s p e c i f i c a l l y by t h e resp o n d en ts teacher in c lu d e w orking c o n d itio n s load (18), p u p il-tea c h er n in g (42), c o n s u lta n t needs tiv e b a rg a in in g tec h n iq u e s ratio (13), (40), fa c ilitie s (22), tim e and k n o w le d g e rials su p p o rtiv e (5). sp e c ia lists problem s, need f o r t e a c h e r s . be c l a s s i f i e d as th e ten o r in s tr u c tu r e q u a lifie d testin g teach er in m ate­ and e v a l u a t i o n , and s o l v i n g p e r s o n a l p r o b l e m s . T he f i n a l t e a c h e r n e e d , the and c o n s u l t a n t s and c u r r i c u l u m d ev elo p m e n t, id en tify in g for p lan ­ of c o lle c ­ E i g h t y - s e v e n s u g g e s t i o n s w e r e made o f t h e needs fo r (53), m entioned about S p ecifically , th is need 100 t i m e s is m ight b e t t e r under a b u s i n e s s - p o l i t i c a l - f i n a n c i a l heading, of the s t a t e m e n t s was t h a t a change of f in a n c ia l sup p o rt fo r ed u catio n , t e a c h e r s may b e r e c r u i t e d and r e t a i n e d is needed so th a t in the teach in g p ro fe ssio n . The a n a l y s i s g ests of th is to the rev ie w er th a t bo th p re -se rv ic e ex ten siv e sectio n the and i n s e r v i c e , research su b ject d issem in atio n and s u c c e s s f u l p rac tic es in terv iew sug­ of te a c h e r ed u catio n , c o u ld be a s u b j e c t fo r and d e m o n s tr a ti o n , g re a t need fo r of the and t h a t t h e r e of th e know ledge in te a c h e r e d u c a tio n . is of resea rch Needs R eg ard in g S p e c i a l i s t s Q u e stio n 4b (page 5 ) : most p r e s s i n g n e e d s r e g a r d i n g tio n , " In y o u r o p in io n what are sp e c ia lists the in your o rg a n iz a ­ sp e c ific a lly : 1. 2. 3. 4. 5. S p e c ia li s t s in re s e a rc h ? S p e c i a l i s t s in developm ent? S p e c i a l i s t s in d i f f u s i o n of program s? S p e c i a l i s t s in u t i l i z a t i o n of id eas? O ther s p e c i a li s t s ? " Sum m ary o f R e s p o n s e s W hile developm ent lesse r th e m a jo r t h r u s t was f o r r e s e a r c h (160), and d i f f u s i o n e m p h a s i s on s p e c i a l i s t s fin d in g s of re s e a rc h (83), need f o r s p e c i a l i s t s sp e c ia lists on t h e th ere is in c u rric u lu m p u p il-p e rso n n e l se rv ice s (250), (196), u tiliz a tio n w ith of the a lso stro n g ly expressed (117) , and a l l t y p e s of (147). A d m i n i s t r a t o r Needs Q u e s t i o n 4c (page 6 ) : most p r e s s i n g zatio n , 1. 2. needs re g a rd in g "In your o p in io n ad m in istrato rs of what a re th e your o r g a n i­ sp e c ific a lly : Needs f o r a d m i n i s t r a t i v e a b i l i t y ? Problem s t h a t a d m i n i s t r a t o r s have?" Summary o f R e s p o n s e s The m o s t p r e s s i n g n e e d s to rs are th o se in v o lv in g m o u n t among t h e s e are the and p ro blem s o f a d m i n i s t r a ­ in te rp erso n al re la tio n sh ip s. h a n d lin g of p u b lic r e la tio n s , Para­ d e a l i n g w i t h com m unity p r e s s u r e s , p aren ts and th e p u b lic at Lack of t r a i n e d cal, and t h e pressure b oth p ro fe s s io n a l of lead ersh ip , compounded by p r o b ­ in n e g o tia tin g w ith tea ch e rs, lea d ersh ip ro le tio n . (There o ffice sta ff A risin g e d u ca tio n some f e e l i n g , new r o l e o f the a ll d etract from th e the feel e sp ecially is th e ir out of th e s e among c e n t r a l ad m in istrativ e problem s o rien tatio n , of ad m in istrato rs. a d m in istratio n th e m ost p r e s s i n g is is fu n ctio n The n e e d f o r im p lied cen tral p rin cip als, th ese in statem en ts staff and t e a c h e r s ; E n co u rag in g in n o v atio n s 2. S u p erv isin g and e v a l u a t i o n in serv ice aid s g r e a te s t p ercentage p rin cip als nam ely; among t e a c h e r s of t e a c h e r s 3. D e v e lo p in g know ledge of e d u c a t i o n a l te c h n o lo g y g i v i n g l e a d e r s h i p i n c u rr ic u lu m change 4. D eveloping e f f i c i e n t T h ese problem s a d m in istrativ e responses needs ad m in istrativ e th em selv es, are r e f l e c t e d of teach ers. U n iv ersity and o rg an izatio n . and n e e d s a r e e x p r e s s e d most a d m in istrato rs to o f some o f ad m in istrato rs, 1. th e is th e e x p re s s e d need and e s p e c i a l l y , p r o b l e m s n am ed b y t h e of su p e rin te n d e n ts, a l l y by func­ d e fin e d .) se lec tio n , and a s s i s t a n t the a d m in istrato rs members t h a t not too c le a r l y for b e tte r w hich th e is and c l e r i ­ of w ork w h ic h d o e s n o t a llo w tim e f o r i n s u f f i c i e n t money f o r s c h o o l s , p rin cip al b e tter larg e. sta ff, t h e more e s s e n t i a l r o l e lem s o f and c o m m u n i c a t i n g w i t h alth o u g h gener­ t h e sa m e to a l e s s e r degree p erso n n el, in the lay persons, and r e p r e s e n t a t i v e s much l e s s th ere is aw areness of th e s e some i n d i c a t i o n p erceiv e the rela tio n s tiv e ly of n o n -e d u c a tio n a l lack in te rv ie w e rs review the as m e t w i t h MOREL s t a f f of th e of th is m eetin g , resp o n siv e survey, in terv iew ers, to th e re p o rte d ment t h a t sta ff the alth o u g h members The P r o g r a m T a s k F o r c e needs. rela 18 th e fo rty - on S e p t e m b e r 28 t o ag ain st and add t h e i r list is p erio d , check i t q u a n titativ e fo llo w in g show c o m m u n i c a t i o n s a n d h um an tw o m onth i n t e r v i e w re su lts d eveloped. u n iv ersity sta te m e n t of a d m in is tra tiv e an aly sis own e x p e r i e n c e and p r o b l e m s , The e n c o u r a g e m e n t o f r e s e a r c h F ollow ing th e four th at of e f f i c i e n t sk ills. lo w i n t h e needs o rg an izatio n s th eir q u a litativ e resu lts. As a r e s u l t of p r i o r i t y o f MOREL w a s n e e d s was in a g re e ­ a L a b o r a to r y p ro g ra m c o u ld be d e s i g n e d t o be to th ese needs. The l i s t in clu d ed : 1. The n e e d f o r a n i n f o r m a t i o n s y s t e m w h i c h c o u l d d is s e m in a te in n o v a tio n s and re s p o n d q u i c k l y t o r e q u e s t s from th e r e g io n f o r in f o rm a tio n . 2. The n e e d f o r c o n s u l t a n t s i n p r o g r a m d e v e l o p m e n t , e v a l u a t i o n , r e s e a r c h , d e m o n s t r a t i o n , and im plem en­ tatio n . 3. The n e e d f o r k n o w l e d g e a b o u t how c h a n g e c a n t a k e p l a c e e f f e c t i v e l y f o r t h e im provem ent o f e d u c a t i o n . 4. The n e e d f o r i m p r o v e d e d u c a t i o n o f e d u c a t i o n a l p e r ­ s o n n e l b o t h p r e - s e r v i c e and i n s e r v i c e and e s p e c i a l l y d u rin g th e c r i t i c a l p e rio d im m ediately fo llo w in g p re -s e rv ic e ed u ca tio n : 18 "The D e v e lo p m e n t o f t h e M i c h i g a n - O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y , S e c o n d R e p o r t , " O c t o b e r 24 , 1 9 6 6 (see A ppendix A ). a. b. c. d. S u b -p ro fessio n al T eachers A d m in istrato rs O ther s t a f f r o l e s ( S p e c ia lis ts and G e n e r a l i s t s ) 5. The n e e d f o r r e s e a r c h and d e v e lo p m e n t e f f o r t s and p r o j e c t s w h ic h a r e aim ed a t h e l p i n g c h i l d r e n and y o u t h who h a v e l e a r n i n g d i f f i c u l t i e s t o a c h i e v e m o r e m eaning, p u r p o s e , and s u c c e s s i n t h e i r l e a r n i n g a c tiv itie s. (T h is i te m i n c l u d e s b o t h d i a g n o s i s and d e v e lo p m e n t.) 6. In a l i t t l e d if f e r e n t s e n s e , t h e r e i s a n eed t o m eet t h e s e n e e d s i n a w ay t h a t (1) f o s t e r s a c o o p e r a t i v e r e l a t i o n s h i p b e t w e e n s c h o o l s a n d c o l l e g e s , a n d (2) su p p o rts the b rin g in g to g e th e r of d iv e rs e re s o u rc e s w hich m ight c o n t r i b u t e e f f e c t i v e l y . - ^ At a l a t e r O c t o b e r 2 a n d 3, and p r e s e n t e d Force. m eeting of th e 1966, Program T ask F o rc e in D e tro it, a p ro g ra m was d e s i g n e d in document form t o th e O r g a n iz a tio n Task The p r o g r a m The n e e d s o f t h e was aim ed a t t h e r e g i o n had b e e n m a j o r c o n c e r n s o f MOREL. id en tifie d g r a m m i s s i o n o f MOREL w a s t o b e g i n . gram a r e on P o rtio n s a n d now t h e p r o ­ of th is pro­ sum m arized as f o l l o w s : T h e l o n g - r a n g e m i s s i o n a n d c h a l l e n g e f o r MOREL i s t o im prove th e i n s t r u c t i o n a l p ro g ram f o r l e a r n e r s — n u r s e r y e d u c a t i o n t h r o u g h g r a d e 12 and t e a c h e r e d u c a t i o n — by s u p p o r t i n g and s t u d y ­ in g i n n o v a t i o n and ch an g e a c t i v i t i e s and d i s ­ s e m in a tin g know ledge a b o u t th e s u c c e s s o f in n o ­ v a t i o n and change p r o c e s s e s in th e O h io -M ic h ig a n reg io n . D uring th e y e a r o f o p e r a t i o n c o m m e n c i n g D e c e m b e r 1, 1966, th e m ajo r f o c u s o f t h e L a b o r a t o r y i s on s c h o o l s t a f f d e v e l o p m e n t a c t i v i t i e s a im ed a t mak­ i n g s t a f f m o re e f f e c t i v e i n w o r k i n g w i t h c h i l d r e n 19 L e t t e r t o Program T ask F o r c e , from D evelopm ent S t a f f o f MOREL, r e g a r d i n g M a j o r N e e d C a t e g o r i e s o f t h e R e g io n , S e p t e m b e r 30, 1 966. a n d y o u t h w ho a r e n o t h a v i n g s u c c e s s i n s c h o o l , e s p e c i a l l y t h o s e who a r e e n v i r o n m e n t a l l y d i s ­ advantaged. MOREL i s c o n c e r n e d w i t h s t u d e n t s who h a v e l e a r n i n g d i f f i c u l t i e s a n d n e e d t o a c h i e v e m ore m e a n i n g , p u r p o s e , a n d s u c c e s s i n sch o o l. T h is fo c u s and th e program f u n c t i o n s w hich w ere d e v e lo p e d by th e Program T ask F o rc e were r e s p o n s i v e t o th e n e e d s o f th e r e g i o n and w ere i n k e e p in g w i t h th e m is s io n o f t h e L a b o ra ­ t o r y . 20 An i m p o r t a n t f a c t o r r e l a t e d to th is th esis, w h i c h w a s f o u n d t h r o u g h o u t t h e MOREL p u b l i c a t i o n s m ents r e s e a r c h e d by t h i s w r i t e r , It is re a listic tifie d t o assum e t h a t b y MOREL i n t h e was t h e not a ll summer o f 1 9 6 6 a r e needs of to d ay . out th a t c o n t i n u i n g means m ust be fo u n d rent assessm ent of needs. t h e i r c u rr e n t needs, flu en t edu­ in p o in tin g cur­ sc h o o l system s can a s s e s s changes s h o u l d be d e v e l o p e d t o f o c u s on th e m . A gain, th esis id en ­ t o m ain tain a th en a p p ro p ria te purpose o f t h i s needs th e p r i o r i t y MOREL w a s q u i t e If and docu­ f o c u s o n CHANGE. of th o se c atio n a l a n d one to p rovide in program it is th e i n f o r m a t i o n o n how t h i s a ss e s s m e n t m ight be p r o v id e d . 20 L e t t e r t o O r g a n i z a t i o n T a s k F o r c e , f r o m MOREL D e v elo p m en t S t a f f , r e g a r d i n g P ro g ra m O v e rv ie w f o r Decem­ b e r 1, 1 9 6 6 - D e c e m b e r 1, 1 9 6 7 , O c t o b e r 6 , 1 9 6 6 . 60 ASSIST A c tiv itie s S c h o o ls Today t o S u p p o r t and S t i m u l a t e (ASSIST) w a s e s t a b l i s h e d reg io n al se rv ice s cen ter. Its In n o v atio n In to serve as a model m a jo r p u r p o s e was t o m ee t t h e e d u c a t i o n a l n e e d s o f Wayne C o u n t y t h r o u g h t h e d isse m in a tio n of the in fo rm atio n , sta ff developm ent a c tiv itie s, d ev elo p­ ment o f e x e m p la r y p r o g r a m s , and e v a l u a t i o n s e r v i c e . B oth lo c a l p u b lic s c h o o l s com bine t o n early o n e-th ird and n o n -p u b lic o f M ic h ig a n 's serve sc h o o l p o p u la tio n se rv e d by th e Wayne C o u n t y I n t e r m e d i a t e School D i s t r i c t . Of t h i s to ta l, ap p ro x im ately 25 p e r c e n t o f t h e c o u n t y s c h o o l e n r o l l m e n t s e r v e d by t h e n o n -p u b lic A SSIST, su b m ittin g 1965, then, scho o ls. began th e above m en tio n ed t a s k s a p lan n in g g ran t p ro p o sal to T itle e n title d S e rv ice s." III o f ESEA M ich igan, fo r th e Purpose of P la n n in g The I n t e r m e d i a t e o p eratio n s Ju ly Because co n sist the and E x te n s io n o f S u p p le m e n ta ry E d u c a t i o n a l B oard of E d u c a t i o n 's grant $ 8 5 , 0 0 0 w a s f u n d e d a n d ASSIST o f f i c i a l l y b e g a n i t s w ill by "A S t u d y o f E d u c a t i o n a l And C u l t u r a l N e e d s o f Wayne C o u n t y , C oo rd in atio n is 1, 1 9 66 t o c o n t i n u e of the n a tu re of th e t o M arch 31, of t h i s th esis, plan n in g 1967. th is overview p r o c e d u r e s e m p l o y e d b y ASSIST i n f y in g th e e d u c a t i o n a l and c u l t u r a l id en ti­ needs to g e th e r w ith s ta te m e n ts c o n c e r n i n g th e m ethods d e v e lo p e d t o of a few f o c u s on them . 61 D e s c r i p t i o n o f How G e n e r a l N e e d s o f P e r s o n s i n t h e A r e a Were D e t e r m i n e d a n d How P r i o r i t i e s W ere A s s i g n e d The f i r s t tio n al step and c u l t u r a l in the needs lim in a ry m eeting t o process of id en tify in g i n Wayne C o u n t y review the scope in v o lv ed a p r e ­ of th e ways o f a s s e s s i n g e d u c a t i o n a l and c u l t u r a l review th e d e s ig n o f the e n t i r e stu d y . educa­ stu d y , needs, d eterm in e and to A sm a ll group of l o c a l and i n t e r m e d i a t e p e r s o n n e l met w i t h e d u c a t i o n a l ers of the p r o j e c t . I n c l u d e d among t h e e d u c a t i o n a l were P r o j e c t D i r e c t o r Sam uel M angion e; W alte r Schum acher; d iate S u p erin ten d en t o f Wayne C o u n t y I n t e r m e ­ school s u p e rin te n d e n ts se ssio n r e la tiv e fo rty -th ree to stu d y . The m a j o r d e c i s i o n in v o lv e both la y p e rs o n s p la n n in g com m ittee. c o n sistin g s e n ta tiv e s of the c u ltu ral d istric t of the a s members o f t h e ad v ised as to the t o t a l e n d o r s e m e n t was r e c e i v e d . of th e p r e l i m i n a r y m e e t i n g was t o and l o c a l e d u c a t o r s on t h e of e ig h ty - o n e sch o o ls, and b u s i n e s s r e s o u r c e s se lected Super­ a sp ecial b rie fin g in v o lv ed Those s e r v i n g p u b lic r e p r e s e n t a t i v e s w ere fo rty -th ree th e y w ere c o n t i n u a l l y p r o g r e s s b e i n g made a n d t h e i r m eetin g , A lthough n o t a l l s u p e r i n t e n d e n t s w ere p la n n in g com m ittee, com m ittee, th e in the c o u n ty fo r the and D eputy S u p e r­ P rio r to th is in te n d e n t Shunck c a l l e d t o g e t h e r lead ers A ssista n t D irecto r S c h o o l D i s t r i c t W i l l i a m A. S h u n c k ; i n t e n d e n t W illia m C. M i l l e r . lead ­ on a g e n e r a l g e n e ra l p lan n in g members, n o n -p u b lic in clu d ed r e p re ­ sch o o ls, o f Wayne C o u n t y . on t h e b asis and These of th e ir 62 q u a lif ic a tio n s w ith reg ard to e d u c a tio n a l a c t iv i t ie s th eir c o n stitu en t F a irla n e, groups. They f i r s t on th e U n i v e r s i t y w here an i n - d e p t h in met i n c o n f e r e n c e at o f M ic h ig a n D e a r b o r n campus, "b rain sto rm in g " s e s s io n took p la c e a llo w ­ i n g e a c h p e r s o n t o d e s c r i b e w h a t h e p e r c e i v e d t o b e Wayne C o u n ty 's c r u c i a l e d u c a t i o n a l n e e d s. ch arg ed by th e T i t l e tio n s in th e III sta ff T h i s c o m m i t t e e was to serve C om m unication b e tw e e n t h e ag en cies. 2. Suggest study pro ced u res re : 3. S u g g e st m ethods of i d e n t i f y i n g 4. P a rtic ip a te needs. 5. E stab lish p rio rity 6. Suggest p o s s ib le 7. Recommend m o d i f i c a t i o n s p o s e d p r o g r am. 2 1 Among t h o s e in g s were e le m e n ta r y su p e rin ten d en ts, members, p ro ject in a conference staff and l o c a l assessm ent of needs. needs. u tilize d to id en tify of needs. so lu tio n s present at for th e to id en tified im proving th e cu rricu lu m c o o rd in a to rs , e n g in eers, needs. pro­ p l a n n in g com m ittee m ee t­ and s e c o n d a ry t e a c h e r s , h ead m asters, c u ltu ral 21 fo llo w in g fu n c ­ study: 1. perso n n el, th e p rin cip als, cen tral o ffice m erchandisers, P.T .A . o rg an iz atio n lead ers, and l a b o r lead ers. " A c t i v i t i e s t o S u p p o rt and S t i m u l a t e I n n o v a t i o n s I n S c h o o l s T o d a y , An O p e r a t i o n a l P r o p o s a l , " J a n u a r y 15 , 1 9 6 7 , p. 45. 63 A l l members seem ed t o r e v e a l and r e a d i n e s s for t i o n a l needs o f com m itm ent t o an a s s e s s m e n t o f n e e d s . To a u g m e n t t h e n in g co m m ittee, a h ig h degree id en tificatio n ASSIST a l s o u s e d t h e of n eed s by th e survey d a ta on e d u c a ­ i n Wayne C o u n t y w h i c h w a s g a t h e r e d b y t h e M ichigan-O hio R e g io n a l E d u c a tio n a l L a b o ra to ry im p o rtan ce plan ­ of t h i s d a t a was a s c e r t a i n e d W illia m Shunck t o D r. S t u a r t C. R ankin, in (MOREL). a le tte r D irecto r The from o f MOREL: The s t a f f o f o u r T i t l e I I I p r o j e c t h a v e i n f o r m e d me o f t h e e x c e l l e n t c o o p e r a t i o n t h e y r e c e i v e d from your o r g a n i z a t i o n w ith r e f e r e n c e t o s h a r in g t h e d a t a o n e d u c a t i o n a l n e e d s g a t h e r e d b y MOREL i n Wayne C o u n t y . The o p p o r t u n i t y f o r o u r s t a f f t o u t i l i z e t h i s in fo rm a tio n p rec lu d ed the n e c e s s ity f o r t h e i r h a v i n g t o i n t e r v i e w c e r t a i n e d u c a t o r s i n Wayne C ounty. N eed less t o say, t h i s r e s u l te d in th e s a v i n g o f c o n s i d e r a b l e t i m e , m o ney, a n d e f f o r t , t h u s m aking i t p o s s i b l e f o r t h e s t a f f t o c o n c e n ­ t r a t e o n o t h e r p r o j e c t a c t i v i t i e s . 22 At t h i s p la n n in g com m ittee m eetin g , at F a irla n e, a g e n d a was e s t a b l i s h e d w h ic h w as t o be f o l l o w e d m eetings u n t i l e stab lish ed . were t h e a co n crete Included in a d d itio n a l o p e ra tio n a l p ro ce ss had been among t h e m a j o r p o i n t s of th is agenda fo llo w in g : 1. C ontinuous re v ie w of th e 2. C o n tin u o u s re v ie w of p la n n in g co m m ittee the T i t l e I I I s t a f f . 3. A r e v i e w o f t h e p r o g r e s s made o n t h e 22 an scope of th e stu d y . charge to stu d y . L e t t e r t o S t u a r t C. R a n k i n , D i r e c t o r o f MOREL, f r o m W i l l i a m A. S h u n c k , S u p e r i n t e n d e n t o f Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t , O c t o b e r 26, 1 9 6 6 . 64 4. C o n tin u o u s r e v ie w of t h e r e a c t i o n s o f random g ro u p s o f l a y p e r s o n s and e d u c a t o r s r e g a r d i n g : a. m ethods o f a s s e s s i n g n eed s b. e s t a b l is h i n g p r i o r i t i e s w ith r e l a t i o n t o th e m e th o d s t o b e u s e d by T i t l e I I I s t a f f i n a s s e s s ­ ing n e e d s. 5. C o n t i n u o u s i n v e s t i g a t i o n o f a v a i l a b l e d a t a on p a s t need s tu d ie s , i . e . , lo c a l school d i s t r i c t s tu d ie s , F e d e r a l p r o g r a m s , MOREL, e t c . 23 A second p la n n in g group fo r th e in g c o m m itte e w h ich num bered tw e n ty - o n e rep re se n ta tiv e s t u d y was t h e members a n d was of th e c o n s t i t u e n t elem en ts p la n n in g com m ittee. steer­ in the general The s t e e r i n g c o m m itte e p e rf o r m e d t h e fo llo w in g f u n c tio n s : 1. P rovided d e cisio n -m a k in g th e stu d y . 2. E s ta b lis h e d p r i o r i t i e s w ith r e l a ti o n be u s e d i n i d e n t i f y i n g n e e d s . 3. D elim ited needs 4. Form ed ad hoc s t u d y g r o u p s f o r to s p e c i f i c need or n eeds. 5. Recommended c o m p o n e n ts f o r i n c l u s i o n i n t h e o p e r a ­ t i o n a l p ro p o s a l t o th e g e n e r a l p la n n in g co m m ittee. The f i r s t was t h e id en tific atio n p rev io u sly , ing" sessio n 23 C om m ittee 24 1 96 7 , task , pp. the and p o l i c y fo rm atio n fo r t o m ethods t o id en tified . then, of th ese p u rsuing a s o lu tio n s e l e c t e d co m m ittees of e d u c a tio n a l needs. p l a n n i n g g r o u p was i n v o l v e d at F airlan e, As i n d i c a t e d in a "b rain sto rm ­ u s i n g random s m a ll g r o u p s f o r t h e O p e r a t i o n a l P r o c e s s Agenda d e v e l o p e d by P l a n n i n g a t F a i r l a n e , S e p t e m b e r 14, 1 9 6 6 . "ASSIST, 45-46. An O p e r a t i o n a l P r o p o s a l , " J a n u a r y 1 5 , purpose of id en tify in g g ath ered d a ta needs. A lso, th e f r o m t h e MOREL S t u d y t o of e d u c a tio n a l needs These d a ta r e f l e c t e d e d u c a tio n a l needs of th e co unty ing e d u c a to r s in over t h i r t y d istric ts. The p r o j e c t o th er e d u c a tio n a l clu d ed staff as d e te r m in e d by i n t e r v i e w ­ of th e then c o n ta c te d fo rty -th ree and in te r v ie w e d and com m unity a g e n c i e s w h ic h w ere n o t in ­ i n MOREL's s a m p l e . Those sam pled classro o m te a c h e r s , in c lu d e d P .T .A . ad m in istrato rs, com m unity o r g a n i z a t i o n s . They, g e n e r a l p la n n in g com m ittee, oped by th e respond t o steerin g th e A ppendix D f o r The fiab le needs stu d en ts, q u e stio n , "What d o y o u p e r c e i v e t o be sim ila r an abundance of item s) and a d e l i m i t i n g the raw d a t a , f r o m Wayne S t a t e of t h i s felt th at d is­ list was t o w ork w i t h th e P u b lic S chools. categ o ries y ield ed p ro ject to ed u ca tio n al resea rch e rs certain had a h ig h fre q u e n c y of m e n tio n . of the id en ti­ rela te d Many o f t h e U n iv ersity R esearch D epartm ent o f th e D e t r o i t The r e s u l t i n g (See in stru m e n t.) and a d m i n i s t r a t o r s . To c a t e g o r i z e C om m ittee of th e m ost i n Wayne C o u n t y ? " (o v er tw o h u n d re d d i s c r e e t w ere c o n t r a c t e d and l e a d e r s a l o n g w i t h m embers o f t h e above p r o c e d u r e s y i e l d e d teach ers, co n sisten tly stu d en ts, w ere g i v e n an i n s t r u m e n t d e v e l ­ a copy o f th e ite m s w ere needed. rep re se n ta tiv e s, c o m m ittee w h ic h s im p ly a s k e d them t o c ru c ia l e d u c a tio n a l needs creet com m ittee g a i n f u r t h e r know ledge i n Wayne C o u n t y . and o t h e r s steerin g a fu rth er c a t e g o r i e s was n e c e s s a r y b e f o r e b e g i n n i n g t h e needs th a t The S t e e r i n g d e lim itin g ta sk of of 66 ex p lo rin g p o ssib le program s t o m eet th e ited in tw elv e h ig h m ention need s, list resu lte d then p re s e n te d ing. to the The f o l l o w i n g list of the T h is d e lim ­ w hich were P l a n n in g C om m ittee f o r p r i o r i t y and t h e w e i g h t e d s c o r e s t h a n 70 p e r c e n t needs. shows t h e fin al p rio rity of each need. A response rank­ ran k in g o f more P l a n n i n g C om m ittee d e t e r m i n e d t h e f in a l ranking. I d e n t i f i e d Needs Rank in O rder of P r i o r i t y 25 Score 1 52 6 2 524 3 468 4 464 5 401 6 345 7 3 19 8 293 9 283 10 279 11 234 12 170 25 S tu d e n ts have a need f o r sc h o o l e x p e r i e n c e s w hich w i l l f o s t e r a p o s i t i v e s e l f - c o n c e p t . S tu d e n ts have a need f o r sch o o l e x p e rie n c e s w hich w i l l f o s t e r m o tiv a tio n f o r l e a r n i n g . S t u d e n t s have a n e ed t o be u n d e r s t o o d as i n d i ­ v i d u a l s f o r p u r p o s e s o f i n s t r u c t i o n and p s y ­ c h o lo g ic a l developm ent. There i s a need f o r i n c r e a s e d u n d e r s ta n d in g o f the le a rn in g p r o c e s s . T h e r e i s a n e e d f o r more h e l p t o d e a l w i t h p roblem s t u d e n ts found in r e g u l a r c la s s ro o m s . There i s a need f o r s c h o o l e x p e r i e n c e s w hich w i l l expand v o c a tio n a l o p p o r t u n i t i e s . There i s a n e e d f o r new a p p r o a c h e s i n t h e teach in g of re a d in g . There i s a n e e d f o r more and v a r i e d i n s t r u c ­ tio n a l m aterials. There i s a n eed f o r im proved co m m u n icatio n b etw een e d u c a to r s and th e com m unity. There i s a n e e d t o p r o m o t e m o re f a v o r a b l e a t t i t u d e s tow ard in n o v a tio n . There i s a need f o r im proved co m m u n icatio n among e d u c a t o r s w i t h i n a n d b e t w e e n s c h o o l d istric ts. S t u d e n t s n e e d m ore o u t - o f - s c h o o l e x p e r i e n c e s (f i e l d t r i p s ) . "A S SIS T, P r o j e c t A d dendum , O p e r a t i o n a l G r a n t , Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t , " May 2, 1 9 6 7 , p p . 1 - 2 . As i n d i c a t e d p r e v i o u s l y , id en tified areas and c a t e g o r i z e d w i t h i n t h r e e in cluded to r needs. learn er A b rief a re as w ill provide ity o v e r tw o h u n d r e d n e e d s w ere n e ed s were needs, teacher in fo rm atio n on how t h e In response learn ers iv t t o the c ru c ia l e d u c a tio n a l needs th ree to p p r i o r ­ i t became c l e a r and t h e home. encompass a r e a s 26 , . , Ibid. T h is th at "W hat a r e t h e most m ost c r u c i a l th e c u rricu lar, "p sy c h o lo g ic al" cate­ m o tiv atio n , C u rric u la r needs o n new a p p r o a c e s t o r e a d i n g , id en tifie d and c r e a t i v e fell learn in g . p sy ch o lo g ical th a t th e needs of the 6 im p ro v in g and e x p a n d in g p ro g ra m s . grams and e n v i r o n m e n t f o r in th e 2 and s e l f - i m a g e . needs c e n te re d O ther needs cru cial tw elve as s e l f - c o n c e p t , developm ent of c r i t i c a l of resp o n ses fo r th ese "p sy c h o lo g ic al," S p e c ifica lly of r e s p o n s i b i l i t y , and t h e and a d m i n i s t r a ­ i n Wayne C o u n t y ? " t h e gory encom passed such needs were c o n c e r n e d w i t h j q u e stio n , seem ed t o be and i n s t r u c t i o n a l . In stru ctio n al These selected . L e a r n e r Needs sense needs, summary o f r e s p o n s e s r needs fo r m ajor a r e a s . th in k in g . in to c ateg o ries By t h e h i g h f r e q u e n c y and e n v i r o n m e n t a l a r e a s , resp o n d en ts f e l t th at th e m ost s c h o o l s m u s t b e m et b y b o t h t h e seem s t r u e are of p ro ­ school because b o th c a te g o rie s the r e s p o n s ib ility of b o th . Thus, 68 t h e m ost c r u c i a l n e e d s o f l e a r n e r s ity of e ith e r are not th e resp o n sib il­ one a l o n e . A sh o rten ed list of l e a r n e r needs alo n g w ith a f r e ­ quency co u n t of re s p o n s e s w ith in each c a te g o ry resu lt and s t u d e n t r e s p o n d e n t s in th e p a rtic ip a n ts, p rin cip als, veyed, in d icated th is of t h i s did n o t f e e l needs e x is te d and c e n t r a l in the area of personnel f e l t in stru ctio n al concern in d e a lin g w ith O ther a re a s tio n m ost c r u c i a l However, o ffice F airlan e personnel s u r­ 27 of te a c h e r needs A d m in istrato rs alo n g w ith th e m ost p r e s s i n g need t o be le a d e rs h ip w ith the g r e a te s t in d iv id u al d iffe re n c e s of c o n c e rn w ere p r e - s e r v i c e of te a c h e r s . th e in d ic a te ev idences as d id a d m i n i s t r a t o r s . o ffice th at is th a t teach er a r e a as b e in g th e most c r u c i a l o n e. T eachers d id not cen tral survey a re a of l e a r n e r s . T e a c h e r Needs as o f t e n as fo llo w s: 82 47 36 23 19 14 8 8 5 4 3 3 P sy ch o lo g ical C urriculum S k ills Program A cadem ic E nvironm ental H ealth S p ecial S erv ices Teacher P re p ara tio n C o u n selin g S chool-C om m unity A d m in istrativ e One i n t e r e s t i n g is In agreem ent w ith th e of c h ild r e n . and i n s e r v i c e sta te d educa­ need f o r b e tter e d u c a t i o n o f t e a c h e r s was th e sta n d in g of the lea rn in g process c e n t developm ent. S tu d en ts u n d erstan d c h ild r e n 's h u m an r e l a t i o n s c o u ld be teach ers' alo n g w ith c h il d in d icated needs w hile betw een t e a c h e r s , im proved. S u b stan tia l d isp o sitio n to c o n c e r n f o r m o re u n d e r ­ and a d o le s th at teach ers ad m in istrato rs paren ts, did not felt th at and s t u d e n t s c o n c e r n was e x p r e s s e d a b o u t in n o v ate. T h e re was a n a c r o s s - t h e - b o a rd c o n c e rn about th e r e d u c tio n of th e p u p i l- te a c h e r r a t i o The o n l y c l a s s i f i c a t i o n as a cru cial n e e d was t h a t T he a r e a b u t only study tio n as it leav es, th at and i n s e r v i c e an a r e a The m o s t f r e q u e n t l y teach er as a c r u c i a l need T here was no i n d i c a ­ a cru cial d issem in atio n , as th is teach er rec ru itm en t, train in g . i n c r e a s e s w ere in d icated list of su p erin ten d en ts. concerned f a c i l i t i e s , salary th a t did not o f f i n a n c e was i n d i c a t e d A p p raisal, was a l s o of resp o n d en t and th e need. use o f r e s e a r c h of need. given resp o n ses in d icatin g n e e d s w i t h i n e a c h c a t e g o r y a r e as f o l l o w s : I n s tr u c tio n a l L eadership A t t i t u d e D evelopm ent F in an cial T e a c h in g Load R educed Human R e l a t i o n s P re-S erv ice T rain in g P u t t i n g Theory i n t o P r a c t i c e B eh av io ral S cien ces R esearch K now ledge o f T e c h n o lo g y 57 27 25 21 15 15 14 13 10 10 A d m i n i s t r a t o r Needs The n e e d s id en tified for c o m m u n ic a tio n w i t h com m unity, le a d e r s h ip o f the fin an c ia l, red u c tio n in c la s s ad m in istrato rs teach ers, s c h o o l program , 28 and o t h e r d i s t r i c t s , p h y sic a l needs such as size, and m anagem ent a d d itio n a l h elp , b arg ain in g and n e g o t i a t i n g , T h is d e l i n e a t i o n of sev eral areas w ith th e e v er responses, of lead ersh ip , o f the area categ o ries and s t a f f n e e d s . a l s o and seemed t o th is in k e ep in g ad m in istrato r. as i n d i c a t e d b y t h e s e and s u c c i n c t l y S tu d e n ts expressed in th e in d icate t h e n m an y o f t h e p a rticip a n ts th at i f the The f r e q u e n c i e s of p h y sic a l in t h i s p h y sic a l needs 28 , . _ Ibid. are p ro v id e d f o r problem o fficB "p erso n n el a ls o f e l t one. of resp o n ses in d ic a tin g ad m in istra­ as fo llo w s : L ead ersh ip P hy sical C om m unications M anagement S taff area o t h e r p r e s s i n g n e e d s w o u ld b e met and c e n t r a l a re a was a c r u c i a l to r needs is areas T eachers e x p re ssed th em selv es h a n d l e d a n d c o n s e q u e n t l y m ore s e r v i c e s F airlan e and s c h e d u l i n g ) of resp o n d en ts e x p re ss e d th em selv es of a d m in istra to r needs. th em selv es p r im a r ily stu d en ts, (need f o r seem t o be b e c o m in g o f g r e a t e r m a g n i t u d e . A ll in the se em s t o b e i n c r e a s i n g com plex r o l e The r e s p o n s i b i l i t i e s in clu d ed 45 44 40 32 26 Program P ublic R e la tio n s Personal R e la tio n s T rain in g 15 4 3 2 71 I In stu d y in g the and s t e e r i n g ex p erts th e co m m ittees, and t h e tw elve p rio rity p ro ject id en tified in v estig atio n . ranked needs, w ith th e sta ff, needs assistan ce decided th a t s h o u ld be th e These t o p f i v e th e p lan n in g of o u ts id e the to p fiv e of m ajor fo c u s o f needs f e l l i n t o tw o c a t e ­ g o ries : 1. P s y c h o lo g ic a l Needs of S tu d e n ts a. S tu d e n ts have a need f o r sch o o l e x p e rie n c e s w hich f o s t e r a p o s i t i v e s e l f - c o n c e p t . b. S tu d e n ts have a need f o r sc h o o l e x p e rie n c e s w hich w i l l f o s t e r m o tiv a tio n f o r l e a r n i n g . c. S t u d e n t s hav e a n eed t o be u n d e r s to o d as i n d i v i d u a l s f o r p u r p o s e s o f i n s t r u c t i o n and p s y c h o lo g ic a l developm ent. 2. P r o f e s s i o n a l D evelopm ent a. E d u cato rs need t o in c re a s e t h e i r u n d e rsta n d in g of the le a rn in g p ro cess. b. T h e r e i s a n e e d f o r more h e l p t o d e a l w i t h pro b lem s t u d e n ts found in r e g u l a r c la s s ro o m s . P o ssib le i t e d from th e so lu tio n s t o m eet th e « e c o n s titu e n t groups a g a i n t h e e m p h a s i s was on s t a f f T his a n a l y s i s th e n led to th e groups t o c o n s id e r p o s s ib l e n eeds were and o u t s i d e ex p erts f o r m a t i o n o f tw o ad hoc s t u d y so lu tio n s to the p rio rity of s o lu tio n s m itted by: (b) th e P l a n n in g C om m ittee; (c) c o n s u l t a n t s w o r k i n g d i r e c t l y w i t h t h e (d) and developm ent a c t i v i t i e s . The ad h o c s t u d y g r o u p s h a d t h e b e n e f i t (a) so lic ­ t h e Wayne C o u n t y I n t e r m e d i a t e needs. sub­ o u tsid e e x p e rts ; a d h oc g r o u p s ; School D i s t r i c t 's profes­ sio n al s ta f f . A fter s o lu tio n s id en tified needs, m ajor o b j e c t i v e s : had b e e n p ro p o se d t o m eet th e t h e y were t r a n s l a t e d i n t o the and fo llo w in g 72 To s t i m u l a t e and s u p p o r t i n n o v a t i v e and exem ­ p l a r y program s r e l a t e d to th e i d e n t i f i e d needs i n b o t h l o c a l p u b l i c and n o n - p u b l ic s c h o o l s . To a s s i s t l o c a l e d u c a t o r s i n t h e d e v e lo p m e n t o f p r o f e s s i o n a l s k i l l s n e c e s s a r y t o work e f f e c ­ t i v e l y tow ard th e s o l u t io n of th e i d e n t i f i e d needs. To f a c i l i t a t e d i s s e m i n a t i o n o f i n f o r m a t i o n among t h e c o n s t i t u e n t e d u c a t i o n a l a g e n c i e s i n W ayne C o u n t y , t o t h e w i d e r e d u c a t i o n a l c o m m u n i t y , a n d t o t h e p u b l i c , and t h e r e b y improve e d u c a ­ tio n a l o p p o rtu n ities. To m a r s h a l l e d u c a t i o n a l a n d c u l t u r a l r e s o u r c e s o f t h e com m unity f o r p u r p o s e s o f m e e tin g e d u c a ­ tio n a l needs. To p r o v i d e l o c a l e d u c a t o r s w i t h r e s e a r c h a n d e v a l u a t i o n s u p p o r t r e l a t e d t o a c t io n program s a n d o t h e r a c t i v i t i e s o f t h e ASSIST C e n t e r , a n d t o c o n d u c t p e r i o d i c a s s e s s m e n ts of e d u c a t i o n a l needs. To i n v o l v e a ctiv itie s c h a n g e .29 It b e liev e s is is th at necessary. t h o s e i n whom c h a n g e i s d e s i r e d t h a t are d e sig n e d t o f a c i l i t a t e in te restin g to note a c o n tin u in g It t h a t ASSIST, m ig h t be p o i n t e d out a t t h i s m e n t i o n w i l l b e made l a t e r , b e lief w riter been a m ajor f a c t o r lik e th a t th e c o s t in tim e in not c o n tin u in g th is tim e, th at it to do. as th e y B oth used th e and a l t h o u g h t h i s 29 is in itia lly tech n iq u e of advantageous a l­ is the and f in a n c e s has assessm en t. N e i t h e r MOREL n o r ASSIST h a s c o n d u c t e d a n y f u r t h e r ment i n v e s t i g a t i o n s MOREL, a sse ssm e n t of e d u c a tio n a l needs thou gh f u r t h e r of t h i s in in ten d ed assess­ and s t a t e d in terv ie w in g p a r tic ip a n ts f o r many r e a s o n s , it m ight "Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t ' s T i t l e I I I E n d o f B u d g e t P e r i o d R e p o r t , N o . 4 0 9 2 , " S e p t e m b e r 26 , 1968. 73 n o t be t h e b e s t m ethod o f g a t h e r i n g h a rd d a t a . lim ite d in the tech n iq u es, p o in t. area of com paring th e h o w e v e r one r e c e n t Perhaps it w i l l be c a r r y out a study b u t are R esearch is in te rv iew -q u estio n n aire study is re le v a n t of h elp to th o se in d ec isiv e to th is d e sirin g to as t o w hat m ethods t o use. As i n d i c a t e d research above, one o f t h e p r o b l e m s i s the e x p e n s e — in term s of b o th tim e in c o n d u ctin g in te r v ie w s . c a u s e d by the p o s s i b l e is also th e in a b ility of in terv iew ers produce v a lid r e s u l t s . then, of o b je c tiv ity One q u e s t i o n t h a t as s t r u c t u r e d G ibson a n d H a w k in s '^ r e c e n t l y n atu re. League, th e the d o u b tin g f a c t o r Under a g r a n t au th o rs to conduct necessary not produce in te rv ie w s. conducted a stu d y of from th e N a t i o n a l M u n ic ip a l attem p ted to o b ta in d a ta f ro m members o f G e o r g ia G e n e r a l A ssem b ly t h a t w ould p e r m i t t h e of conclusions effects reg ard in g le g is la to r p ercep tio n s of reap p o rtio n m en t. One a r e a o f i d e n t i f y what t h e leg islato rs o f members o f t h e leg islatu re . 30 to s h o u l d be c o n s i d ­ is w hether m ail q u e s tio n n a ire s w i l l su b sta n tia lly equal re s u lts th is and d o l l a r s — There an i n te r v ie w w i t h th e d e g re e ered, in survey draw ing of th e i n t e r e s t was t o f e l t were t h e g reatest needs F r a n k K. G i b s o n a n d B r e t t W. H a w k i n s , " I n t e r v i e w s V e r s u s Q u e s t i o n n a i r e s , " The A m erican B e h a v i o r a l S c i e n t i s t , N S -9-N S -11 , S e p t e m b e r - O c t o b e r , 1968, pp. 2 9 0 - 2 9 7 . 74 Q u estions w ith b o th c lo s e d s e c t i o n s w ere p o se d u s in g id en tical probes. a common i n t e r v i e w The i n t e r v i e w i n p h r a s e o l o g y was t h e n s e n t r e m a i n i n g members o f t h e did n o t re c e iv e tio n n aires, and open ended su b ­ sch ed u le w ith s c h e d u l e w i t h a few c h a n g e s as a q u e s t io n n a ir e G e n e r a l A ssem bly q u e stio n n a ire s). In b oth (those t o the in terv iew ed in terv iew and q u e s ­ a n o n y m ity was p r o m i s e d . R unning th e c o n tro l independent v a r i a b le s b etw een in te r v ie w s q u estio n resu lte d ag ain st in th e a series of fo llo w in g co n clu sio n s and q u e s t i o n n a i r e s : T h e r e was no s u b s t a n t i a l d i f f e r e n c e i n t h e resp o n ses to a m a jo rity of th e q u e stio n s asked. I n th o s e i n s t a n c e s when d i f f e r e n c e s d i d o c c u r , t h e d i f f e r e n c e was a m a t t e r of i n t e n s i t y r a t h e r than d ire c tio n . The r e s u l t s o f t h i s s t u d y i n d i ­ c a t e t h a t when s u r v e y i n g a r e l a t i v e l y hom ogeneous group, a sk in g q u e s tio n s about w hich th e group c a n be a ssu m e d t o be f a m i l i a r , a n d p r o m i s i n g a n o n y m i t y o f r e s p o n s e , t h e q u e s t i o n n a i r e may p r o d u c e s u b s t a n t i a l l y t h e sa m e r e s u l t s a s i n t e r ­ v i e w s a t a much s m a l l e r c o s t . The t h i r d Needs S tu d y s t a f f tech n iq u e. m ajor s tu d y is u tiliz e d b y t h e ESEA T i t l e one w h i c h e m p l o y e d t h i s III q u e stio n n aire 75 M ichigan S c h o o l F in a n c e S tu d y The M i c h i g a n S c h o o l F i n a n c e S t u d y , t o a s t h e Thomas S t u d y a f t e r A la n Thomas, sta te ex ec u tiv e r e v e a l e d many p r o b l e m a r e a s of M ichigan. The s t u d y , P u b l i c A cts o f 1966, igan L e g is la tu r e Of m a j o r c o n c e r n fin an c ia l o ften re fe rre d d irec to r, Dr. J . of ed u catio n in the a u t h o r i z e d u n d e r A ct 285, was a p p r o p r i a t e d $ 2 0 0 , 0 0 0 by t h e M ic h ­ f o r a com prehensive secondary e d u c a tio n the its 31 in b o th p u b lic in the asp ects study, s tu d y o f e l e m e n t a r y and and n o n -p u b lic was t h e sch o o ls. in v estig atio n in to of e d u c a tio n a lth o u g h the n a tu re e d u ca tio n al o p p o rtu n itie s av ailab le in M ic h ig a n 's of schools was a l s o e x a m in e d . Dr. Ira P olley, S u p e rin te n d e n t of P u b lic I n s t r u c t i o n in M ich ig an s t a t e d : The M i c h i g a n S c h o o l F i n a n c e S t u d y , p u b l i s h e d i n 1968, was t h e f i r s t o f i t s k i n d i n M ic h ig a n . I t r e v e a l e d th e s h o r t com ings and th e p ro b le m s of e d u c a t i o n in our s t a t e and o u t l i n e d v a r i o u s s t e p s w h i c h c a n be t a k e n t o m eet t h o s e c h a l ­ l e n g e s . 32 The s t u d y w a s b e g u n o n O c t o b e r 1, h e a v i l y on t h e tio n . c o llec tio n and a n a l y s i s D a ta w ere o b t a i n e d by u t i l i z i n g 1966, and r e l i e d of f a c t u a l a ll in fo rm a­ p o ssib le av ailab le 31 . . S c h o o l F i n a n c e and E d u c a t i o n a l O p p o r t u n i t y rn M ich ig an : M ichigan S ch o o l F in a n c e S tu d y . A r e p o r t by J . A l a n Tho mas ( L a n s i n g , M i c h i g a n : M ic h ig a n D epartm ent of E d u c a tio n , 1968). 32 " M ic h ig a n S c h o o l F i n a n c e i n t h e News: A C o lle c ­ t i o n of R e le a s e s C o v e rin g M ajor A s p e c ts o f th e M ic h ig a n S chool F in a n ce S t u d y , " M ich ig an D epartm ent of E d u c a tio n , 1968. 76 sources. R e p lica tio n of d e sire d bo th s ta te and n a t i o n a l m a t e r i a l s . co n sisted of M ich ig an S t a t e m ateria ls from th e file s A ugm enting t h i s th rough th e d istrib u tio n a te D i s t r i c t D epartm ent s t u d i e s in fo rm atio n , sources alo n g w ith D epartm ent of to a ll In term ed i­ S u p e rin te n d en ts. a l s o d e v e l o p e d and d i s t r i b u t e d th e elem en tary used d a t a were c o l l e c t e d of q u e s tio n n a ire s and L ocal S c h o o l D i s t r i c t Q u e s t i o n n a i r e s were a ll Many o f t h e o f th e M ichigan S t a t e E d u catio n . team s t o d a t a was a v o i d e d b y u s i n g by stu d y and s e c o n d a r y p r i n c i p a l s in the sta te . A ll school d i s t r i c t s according to th re e tio n ) , ty p e in M ichigan w ere criteria: o f com m unity, w ealth (S tate and g e o g r a p h ic a l w e a l t h c a t e g o r i e s w ere d e f i n e d by th e r a t i o E q u a liz e d V alu a­ lo ca tio n . of S tate i z e d V a l u a t i o n t o R e s i d e n t S t u d e n t M em bership e q u a liz e d v alu e tu re) b eh in d each c h i l d stra tifie d (the The E q u al­ sta te and t h e p e r p u p i l e x p e n d i ­ as fo llo w s : 1. SEV/RES $ 1 4,000 2. $ 9 ,0 0 0 SEV/RES 3. SEV/RES $ 9 ,0 0 0 T here were com m unity s e r v e d . four c a te g o rie s $ 1 4 ,0 0 0 d e alin g w ith th e ty p e of They w e r e : 1. C ity —School d i s t r i c t serv es a c ity w ith p o p u latio n 10,000 or g r e a t e r . A S tandard M e tro p o lita n S t a t i s ­ t i c a l A rea. 2. S u b u r b — Any s c h o o l d i s t r i c t w i t h i n a n SMSA ( e x c e p t f o r t h e i n n e r c i t y , w h ic h w ould f a l l i n c a t e g o r y 1 ) . 77 3. S m all t o w n s - - D i s t r i c t 9 ,9 9 9 . 4. A ll o th er com m unity c r i t e r i a in th e first to the exam ple, a s m a l l tow n o f 3 ,0 0 0 a Suburb for sa tisfy in g order assigned as liste d (class Saginaw , Ingham , O akland, W ashtenaw . than th e placed Genesee, 2) s i n c e it F in a lly d efin ed . Muskegon, is of an d was q u a lifie d . For i n t h e D e t r o i t SMSA. SM SA 's o r p a r t s K ent, C lin to n , K alam azoo, A ll o th er d i s t r i c t s in c la s s it type i n Wayne C o u n t y w a s c l a s s i ­ Macomb, W ayn e , d istric ts th e above, c a t e g o r y f o r w hich The f o l l o w i n g c o u n t i e s w e r e e i t h e r Bay, a com m unity o f 2 , 5 0 0 - school d i s t r i c t s . A d i s t r i c t was t e s t e d fied serves in th o se serv in g c i t i e s o f S M S A 's : E aton, Jackson, co u n ties, and other o f 1 0 ,0 0 0 o r m ore, were 2. t h e r e w ere t h r e e g eo g rap h ical reg io n s They i n c l u d e d : 1. The D e t r o i t SMSA (Wayne, C o u n tie s). 2.- A ll o t h e r c o u n t i e s s o u t h of and i n c l u d i n g A renac, Bay, S a g in a w , G r a t i o t , M ontcalm , K e n t, and M uskegon C o u n ties. 3. A ll o th e r c o u n tie s , l o w e r p e n i n s u l a . 33 For sch o o ls and g e o g r a p h y , 33 i.e ., Macomb, th e no rth ern p a rt of v ary in g w ealth, sim ple and O ak lan d c ro ss-tab u la tio n s type of the o f com m unity, or co n tin g en cy L e t t e r t o w r i t e r fro m R o b e r t Crowson, U n i v e r s i t y of C h ica g o , r e g a r d i n g d a t a c o l l e c t i o n and d a t a a n a l y s i s of t h e T ho m as S t u d y , N o v e m b e r 1 2 , 1 9 6 8 ; a n d w r i t e r ' s p e r s o n a l n o t e s f r o m a n i n t e r v i e w w i t h R o b e r t C r o w s o n , N o v e m b e r 6, 1968. 78 t a b l e s were r u n t o out the term s sta te . com pare q u e s t i o n n a i r e A ll d ata of p ercen t in th e B ecause of the vid ed , of the of the in t h i s k inds th esis. of the type in of or re g re s s io n s . q u estio n n aires, of q u e stio n s alo n g w ith p o r t io n s p resen ted No o t h e r co rre latio n s len g th w i l l n o t be r e p r o d u c e d d escrip tio n s t u d y were of school resp o n se. a n a l y s i s was c o n d u c t e d — i . e . , responses through­ In stead , 34 they a short a sk e d w i l l be p r o ­ in stru ctio n al letter sent to each su p erin te n d en t. Each q u e s t i o n n a i r e was d i v i d e d sectio n s. d iate F o r exam ple, the one d e a l t w i t h ite m s w hich w ere req u ested in fo rm atio n or a d m in istrativ e s u c h a way t h a t th e ty p e a ll In term e­ s e c o n d w a s com­ th e in form at, about s p e c if ic responses the q u estio n s, open-ended program s. f o r the or four had f o u r s e c t i o n s . id en tificatio n , posed of m u ltip le - r e s p o n s e tain ed q u estio n n aire School D i s t r i c t S u p erin ten d en t S ectio n in to th ree th ird con­ and t h e in stru ctio n al, fo u rth serv ice, The s e c t i o n s w e r e d e s i g n e d in c o u ld be w r i t t e n d i r e c t l y in s p a c e s p r o v i d e d on t h e q u e s t i o n n a i r e f o r m o r on t h e u . 35 accom panying answ er s h e e t s . A fter the q u e s t i o n n a i r e was c o m p l e t e d , m a ile d b a c k t o t h e F i n a n c e S tu d y C om m ittee 35 t h e y were in L an sin g . "M ichigan S chool F in a n c e Study Q u e s t i o n n a i r e : I n t e r m e d i a t e S c h o o l D i s t r i c t S u p e r i n t e n d e n t s , " M ichigan S c h o o l F i n a n c e S t u d y , J . A la n Thomas, E x e c u t i v e D i r e c t o r , S t a t e of M ichigan D epartm ent of E d u c a tio n , L an sin g , M ich ig an . 79 The m a jo r f o c u s in te rre la tio n sh ip o f the Thom as S t u d y w a s b a s e d o n t h e betw een fin a n c e t i o n a l program s c o n s id e r e d and p r o v i s i o n s in term s i n an e v e r c h a n g i n g s o c i e t y . of th e As i n t h e for educa­ needs of l e a r n e r s p re c e d in g overview s o f ASSIST a n d MOREL, e m p h a s i s w i l l b e p l a c e d o n i d e n t i f y i n g those facto rs id en tified or d e fic ie n c ie s. be s p e n t One o f t h e the sta te ings. those as e d u c a tio n a l needs d ifferen ces n atu re Thomas o v e r v i e w w i l l id en tified c e n tr a l fin d in g s a re extrem e in the study The r e m a i n d e r o f t h e on d e s c r i b i n g th a t th ere in th e needs. o f t h e Thomas r e p o r t among s c h o o l d i s t r i c t s and c o m p o n e n ts o f e d u c a t i o n a l These d i f f e r e n c e s is are r e l a t e d of offer­ t o c e r t a i n key v a r i ­ a b l e s w h i c h may b e s u m m a r i z e d a s f o l l o w s : 1. E conom ic f a c t o r s : The s t a t e e q u a l i z e d v a l u e b e h i n d e a c h p u p i l and t h e p e r p u p i l e x p e n d i t u r e . 2. G eographic f a c t o r s : The g e o g r a p h i c l o c a t i o n o f s c h o o l s and s c h o o l d i s t r i c t s , t h e number o f s t u d e n t s i n e a c h d i s t r i c t , and t h e u r b a n - r u r a l d i m e n s i o n . 3. S ocio-econom ic f a c t o r s : The o c c u p a t i o n , i n c o m e , h o u sin g of the c l i e n t e l e of th e sch o o ls of th e s t a t e .*6 I t was f u r t h e r tio n a l stated th at the most f a v o r a b l e and educa­ o p p o rtu n itie s w ith regard to th ese v a ria b le s re s id e s w ith th o se s t u d e n t s w ho l i v e pupil s ta te eq u alized v a lu a tio n , p u p il ed u catio n , 36 in d i s t r i c t s (c) larg e size T homas S t u d y , (b) of (a) high per high e x p e n d itu r e s per as m e a su re d by e n r o l l m e n t , op. c i t . , p. 63. 80 (d) high s o c i a l c l a s s of resid en ce, tio n s. lev els of of h ig h er incom e, sta tu s q u ality occupa- 37 of th e in M ichigan th e q u a lita tiv e are of and a p r e p o n d e r a n c e Because tio n in term s d ifferen ces study s tr e s s e d and q u a n t i t a t i v e some o f t h e t h a t do p r e v a i l the im portance im provem ents. in e d u c a ­ of b o th The f o l l o w i n g i m p r o v e m e n t s w h i c h c o u l d b e made o n n e e d s s t r e s s e d by Thomas: 38 a. A re d u c tio n of the d ro p -o u t r a t e in our sch o o ls w ould u l t i m a t e l y r e s u l t i n an e x t e n s i o n o f e d u c a ­ tio n a l o p p o rtu n ity . b. By p l a c i n g m ore e m p h a s i s o n p r e - s c h o o l e d u c a t i o n , more c h i l d r e n w o u ld s u c c e e d i n e d u c a t i o n a l v e n t u r e s . B l o o m 1s 3 9 s t u d y o f l e a r n i n g i n c h i l d r e n c a n b e c i t e d as s u p p o r t f o r t h i s p r o p o s i t i o n . H is s tu d y i n d i ­ c a te d th a t h a lf the v a r i a ti o n in g e n e ra l school a c h i e v e m e n t c a n be p r e d i c t e d on t h e b a s i s o f c h a r a c ­ t e r i s t i c s w hich can be m ea su re d a t th e t h i r d g ra d e lev e l. O th e r c h a r a c t e r i s t i c s such as g e n e r a l i n t e l ­ l i g e n c e a n d i n t e l l e c t u a l i t y c a n be d e t e r m i n e d a t a much e a r l i e r a g e . T h i s downward e x t e n s i o n o f e d u c a t i o n i s p a r t i c ­ u l a r l y n e e d e d i n l a r g e u r b a n a r e a s c h a r a c t e r i z e d by w h a t i s commonly r e f e r r e d t o a s " d i s a d v a n t a g e d e n v i r o n m e n t s ." c. An u p w a r d e x t e n s i o n o f e d u c a t i o n a l o f f e r i n g s i s a l s o n e ed e d t o meet th e demands of our c h a n g in g s o c i e t y . S ince high sch o o l c o m p le tio n is r a p i d l y f i l l i n g the r o l e t h a t b a s i c l i t e r a c y once p la y e d , c o n t i n u i n g e d u ca tio n is needed. 37 Ib id . ■3Q Ib id ., 39 pp. 9-16. B e n j a m i n S . B lo o m , S t a b i l i t y a n d C h a n g e m Human C h a r a c t e r i s t i c s (New Y o r k : J o h n W ile y and S o n s , 1 9 6 2 ) . 81 d. An e x p a n s i o n o f v o c a t i o n a l e d u c a t i o n p r o g r a m s i s so rely needed. Thomas s t a t e d s t a t i s t i c s f r o m a M ichigan S t a t e D epartm ent of E d u c a tio n s tu d y of 1 9 6 7 4 0 t h a t a l t h o u g h 17 p e r c e n t o f t h e s e c o n d a r y s tu d e n t p o p u la tio n of th e s t a t e i s e n r o lle d in v o c a t i o n a l e d u c a t i o n p r o g r a m s , 75 p e r c e n t o f a l l s tu d e n ts s t a r t i n g th e n in th grade e n te r the la b o r m a r k e t on o r b e f o r e h i g h s c h o o l g r a d u a t i o n . It is e s s e n tia l th ro u g h o u t the t o m ention a t t h i s s t u d y T h o m as c o n t i n u a l l y p o in t th a t sta te d th at high q u a l i t y v o c a t i o n a l e d u c a t i o n c a n n o t be s e p a r a t e d from h ig h q u a lity the very g en eral e d u catio n as co m bination of e d u c a tio n a l so ciety . In essence may d e n y s t u d e n t s sk ills demanded by m odern day he f o l l o w e d c l o s e l y C o n a n t ' s b e l i e f one h i g h s c h o o l p r o v i d i n g youth. it a ll C o n a n t's p h ilo so p h y is asp ects of e d u c a tio n to in a ll th at a h ig h s c h o o l accom m odating a l l th e y o u th o f a com m unity i s t y p i c a l o f A m eric an p u b l i c e d u c a ­ t i o n — i t i s s a fe t o say t h a t th e com prehensive h ig h school is c h a r a c t e r i s t i c of our s o c ie ty a n d f u r t h e r t h a t i t h a s come i n t o b e i n g b e c a u s e o f o u r e c o n o m ic h i s t o r y and o u r d e v o t i o n t o t h e i d e a l s of e q u a l i t y of o p p o r t u n i t y and e q u a l i t y o f s t a t u s . 41 e. I t i s e s s e n t i a l t h a t we p r o v i d e e d u c a t i o n a l p r o g r a m s fo r a l l stu d e n ts w ith s p e c ia l needs. T his is tr u e f o r c h i l d r e n who a r e p h y s i c a l l y a n d m e n t a l l y h a n d i ­ capped as w e ll as th o s e c l a s s i f i e d as g i f t e d . I t is n e c e s s a ry th e n t o d is c o v e r what needs are p re s e n t and w here t h e y a re l o c a t e d . F o l l o w i n g t h i s , m odern c u r r i c u l a a n d u p - t o - d a t e t e a c h i n g m e t h o d s m u s t be em ployed u n t i l s p e c i a l h e l p h as b een p r o v id e d t o a l l t h o s e who n e e d i t . To d o l e s s i n e a c h o f t h e a b o v e 40 . M ich ig an S t a t e D epartm ent of E d u c a tio n , " L e g i s l a ­ t i v e P r o p o s a l s f o r S e c o n d a ry Area V o c a t i o n a l E d u c a t i o n P r o ­ gram s, " F e b r u a r y , 1967, p. 8. 41 (New Y o r k : J a m e s B. C o n a n t , T h e A m e r i c a n H i g h S c h o o l T o d a y M cG raw -H ill, 1 9 5 9 ), p. 8. m entioned need a re a s s y s te m s and s e r v i c e s O ther in d icate im portant c o n c lu sio n s th at the serv ices o th er p ro fe s sio n a ls dren of th e place tise sta te . are 42 depends sk ills, in p a rt (2) B ecause p ro fessio n als. 43 Inadequate tic u larly ev id en t A reas. q u a lifie d the have ta k e n teach in g ex p er­ p ro v is io n of teach ers to in serv ice up-grade t h e i r of te a c h e r s ' u tiliz in g tim e, above t h r o u g h o u t M ich­ program s of in serv ice outsid e S tandard M e tro p o lita n S t a t i s ­ the the sh o rtag e t r a i n i n g w ere p a r ­ of te a c h e r s and o t h e r in th ese more l e a r n e r n e e d s w ere id en tifie d in r e l a t i o n school o rg a n iz a tio n a l p ra c tic e s e x is tin g keeping w ith th e the for to p ara- b o th of th e i n many s c h o o l d i s t r i c t s is e s s e n tia l 42 decade, u tiliz a tio n The s t u d y r e v e a l e d rev ealed th a t c h il- areas. In d iv id u al M ichigan. to the av ailab le s u p p o r t i n g p e r s o n n e l was g r e a t e s t to the v a rio u s and assignm ent of n o n -te a c h in g jo b s How ever, d en sely p o p u lated it (1) last study teachers of th e changes th a t O p p o rtu n ities were fo u n d l a c k i n g igan. on: th e w ise exam ple t h r o u g h t h e th at not e q u a lly program s w hich e n co u rag e and draw n fro m t h e of w e ll q u a lif ie d in e d u c a tio n d u rin g the train in g tic a l is t o la b e l our e d u c a tio n a l as f a i l u r e s . th at most e d u c a t o r s b e l i e v e t o provide e n ric h e d e x p erien c es a b ilitie s and i n t e r e s t s larg er d istric t, Thomas S t u d y , the op. c i t ., in pp. in of le a rn e rs . th e g reater 18-19. the D ata p o ssib ility th at such e n ric h m e n t e x p e r i e n c e s In d escending o rd er, D e t r o i t SMSA, n o r t h e r n M ichigan p ro v id e . . in d iv id u a l learn ers. Thus it urban sy stem s. system s concern. and have as m en tio n ed p r e v io u s ly , needs. sp e cia liz ed P rov id in g im pacted w ith train in g to the ap p ro p riate a l s o have larg e th ese H i g h on t h e " s o c i a l dynam ite" These u rban a r e a s m assive o p p o rtu n ity for a d v a n ta g e s abound in th e a l s o h a v e many s e r i o u s com m unities and 44 However, d isa d v a n ta g e d youth. pro v id ed . s o u t h e r n M ichigan, d ifferen tial appears t h a t th e need t o pro v id e are list teach ers ed u catio n to 45 is of m ajor overcrow ded c l a s s e s school b u ild in g needs. Thomas s u m m a riz e d t h e n e e d f o r new b u i l d i n g b y sta tin g : The c o n t i n u e d i m p r o v e m e n t o f e d u c a t i o n i n M ich ig an r e q u i r e s t h a t a t t e n t i o n be p a id to th e n a t u r e and q u a l i t y o f s c h o o l c o n s t r u c t i o n , as w e l l as t o c u r r i c u l a and p e r s o n n e l . School b u i l d i n g s m ust be s u f f i c i e n t l y f l e x i b l e t o p e r ­ m it c h a n g e s t o ta k e p l a c e i n t e a c h i n g m e th o d o l­ ogy a n d i n t h e o r g a n i z a t i o n o f s t u d e n t s f o r i n s t r u c t i o n — a d d i t i o n a l c l a s s r o o m s w i l l be n e e d e d , e v e n d u r i n g a p e r i o d when e n r o l l m e n t s a re c o n s t a n t or show ing a s l i g h t d e c l i n e — p o p ­ u l a t i o n c h a n g e s v a r y among r e g i o n s o f t h e s t a t e , s o t h a t a d d i t i o n a l r o o m s may b e n e e d e d i n one a r e a o f t h e s t a t e , w h i l e t h e r e may be s u r p l u s c a p a c ity elsew h ere. In th e second p la c e , th e re i s o v e r c r o w d i n g i n m an y s c h o o l d i s t r i c t s a t t h e p re s e n t tim e. The e l i m i n a t i o n o f o v e r c r o w d i n g and t h e r e d u c t i o n o f c l a s s s i z e s w i l l l e a d t o ^ I b i d . , pp. 20-32. J a m e s B. C o n a n t , M cG raw -H ill, 1 9 6 1 ). is Slum s and S u b u r b s (New Y o r k ; of a d d i t i o n a l n e e d s f o r s c h o o l c o n s t r u c t i o n — some s c h o o l b u i l d i n g s in th e s t a t e a re o b s o l e t e and i n n e e d o f r e p l a c e m e n t „46 O ther im portant needs M ichigan s c h o o l d i s t r i c t s id en tified include as la c k in g in d iv id u a lize d and more e f f i c i e n t e d u c a t i o n a l p r o g r a m s . M ic h ig a n s c h o o l s do n o t p r o v id e tio n in c o n tra s t A lso, because n ity , in n o v ativ e of a ttitu d e s A larg e in th e program s and s e r v i c e s s t r u c t i o n a l equipm ent above is are n o t c o n sid e re d . a ls o the fa c t th a t school of c o n s tru c tio n . id e n tif ie d w ith reg ard to and p r a c t i c e s . in s tru c tio n a l m ateria ls and th e a p p ro v ed p r a c t i c e s w ere id en tified The a v a i l a b i l i t y presence as tio n a l m aterials are a v ailab le v ariety , is p o ssib le v id u al needs of le a r n e r s . th e needs sch o o ls tric ts id en tified in the in s u f f i c i e n t fo r teach ers D e t r o i t SMSA, rep o rt, those 46 If in in stru c ­ q u an tity t o meet th e and in d i­ o f many o f stu d en ts in la r g e r -s iz e d w ith h ig h er per p u p il e x p en d itu res, w here th e of im p o rta n t elem en ts F o llow ing the p a tt e r n in th e in ­ of c u rr e n tly c o n s id e ra tio n of e d u c a tio n a l o p p o rtu n ity . it in stru c­ s c h o o l o r commu­ do n o t have th e n eed ed f l e x i b i l i t y th en number o f in d iv id u a lize d e x istin g I n e q u a l i t y was a l s o the in stru ctio n t o t h e more c o n v e n t i o n a l g r o u p i n s t r u c t i o n . R e la te d t o b o th of the b u ild in g s for i n many a tten d in g school d is ­ and i n d i s t r i c t s d o m in an t p o p u l a t i o n group h as h ig h e r s o c i a l c l a s s T h o m as S t u d y , ^ Ib id ., pp. op. 45-46. c it.„, pp. 150-151. backgrounds, are g reater v a rie ty provided w ith i n s t r u c t i o n t h a t makes u se o f of i n s t r u c t i o n a l m ateria ls. 48 Summary A lthough th e overview s of th is ch ap ter c o n ta in only b r i e f m ethod a l o n g w i t h t h e d a tio n s, it d e scrip tio n s i n M ichigan* The j o b d e v e l o p a means w h e r e b y t h e s e and s o l u t i o n s in t h is developed c h a p t e r was t h a t are n e c e s s a r y r e q u i s i t e s o rg an izatio n . occu rrin g in c u r r ic u la reev alu ate v ita l Because program s of th e c o n sid e ra tio n of th ese However, ty p es d istric ts. In f a c t, ning a c t i v i t i e s 48 49 2 95. then, is to m ajor s o u r c e s and e v a l u a t i o n fu n ctio n s of any c o n s ta n t need t o e v a lu a te needs, it and seem s t o p r o v id e m echanism s f o r f o rm a l It appears t h a t school d i s t r i c t t h e T homas d a t a I b r d . , pp. 4 8 -5 2 . I b i d . , p. assessm ent some p l a n ­ in the sta te . s u c h a s some a s p e c t s are n o t c a r r i e d a re m in im al and d e f i c i e n ­ a l l o f the of p lan n in g , c u rric u lu m developm ent, and recom m en­ accordingly* of l e a r n e r m atters. done by e v e r y l o c a l certain at hand, and new d e v e l o p m e n t s w h i c h a r e and t h e fo r school d i s t r i c t s ning is of desig n needs t o the e f f i c i e n t in term s in n e e d s may b e c o n t i n u o u s l y One f i n a l n e e d s t r e s s e d b y surveyed stu d ies most i m p o r t a n t f i n d i n g s is ev id en t th a t e d u catio n al c i e s do e x i s t id en tifie d the v a r io u s o u t by th e in d icated of sm aller "th at p lan - in m ost sc h o o l d i s t r i c t s . " 49 86 C re atin g an aw aren ess of the im portance e d u c a t i o n a l n e e d s and p r o v i d i n g m ajor c o n c e rn in t h is Tho mas s t u d i e s , tain ly th e sis. along w ith d escrib e is the purpose and a n a ly z e t h e M ich igan i n id en tify in g the H o p efu lly , sta te . d istric ts a means o f d o i n g w i l l be able process u tilize d th e p r i o r i t y lo c a l a n d /o r to use t h i s carried o u t more e f f e c t i v e l y id en tific atio n of MOREL, and have c e r ­ c la rity th esis to S ta te of by t h e ed u catio n al in te rm ed iate in fo rm atio n as of p r io r ity of any s tu d y and u n d e r s t a n d i n g facets A lthough th e of th e purpose of i t s process reference for purpose of th e T itle is a model is purpose. dependent The b a s i c ag ain st a re m easured and e v a l u a t e d . III I n t r o d u c t i o n t o C hapter I I I , tio n of th is school n e e d s c a n be o f any s tu d y s h o u ld a l s o be th e y a r d s t i c k w hich a l l needs of and e f f i c i e n t l y . The a c c u r a c y a n d s u c c e s s 1. lo cal e ff o r ts , o f C h a p t e r IV o f t h i s co n tin u o u s in the so is T h e r e c e n t ASSIS T, sm aller so t h a t purpose id en tify in g p ro v id e d e v id en ce t h a t n eed s do e x i s t . It on t h e of p resen ted Needs S tu d y was s t a t e d the fo llo w in g sum m ariza­ as a b a s ic fram ew ork of C h a p t e r IV: The F e d e r a l G o v e r n m e n t r e q u i r e d e a c h s t a t e p a r t i c i p a t i n g in T itle I I I t o conduct a stu d y to id e n tify i t s p r io r ity ed u catio n al needs. 2. No s p e c i f i c g u i d e l i n e s w e r e p r o v i d e d b y t h e F e d e r a l G ov ernm ent r e l a t e d t o c o n s t r u c t i n g and c o n d u c t i n g t h i s p r i o r i t y need asse ssm e n t. 3. T he M i c h i g a n D e p a r t m e n t o f E d u c a t i o n t h e n d e v e l o p e d i t s S t a t e P la n w hich s t a t e d t h a t th e s t u d y w ould: 87 a. A ssess the p r i o r i t y e d u c a tio n a l needs of e l e m e n t a r y , j u n i o r h i g h , and s e n i o r h i g h sch o o ls. b. G a t h e r i n f o r m a t i o n f o r i n t e r p r e t a t i o n on an a r e a b a s i s (14 s t u d y a r e a s o f t h e s t a t e ) a n d on a s t a t e - w i d e b a s i s . c. D e v e l o p l o n g - r a n g e s t r a t e g i e s f o r f u n d i n g ESEA T i t l e I I I p r o j e c t s t o im prove e d u c a t i o n a l o p p o r ­ t u n i t i e s in th e v a r i o u s a r e a s o f th e s t a t e and th e s t a t e as a w hole. I n k e e p in g w i t h sound c u r r i c u lu m p la n n in g opm ent, an i n i t i a l The p r o c e s s rely tiv e s s h o u l d be d i v i d e d task s in clu d e an aly sis. occur at B iases, an aly sis. q u estio n s the of g e n e ra l deal w ith v a rio u s a fram e and t h e n i n t o th e a sp ecific t o be p e r f o r m e d as d raw in g th e co llec tio n , and e r r o r s task may, areas, fin al how ever, from th e concern p re s e n te d In p a rtic u la r, III in itia l phases of d ata q u e s t i o n s w ere g e n e r a t e d from th e of re fe re n c e reg a rd to the T i t l e sam ple, and d a ta in C hapter I . f a c t o r s w h ic h m ust be c o n s i d e r e d in any s t u d y . provide These o b j e c ­ t o co m plete problem t o th e The f o l l o w i n g should are b a s ic a lly d a ta o v ersig h ts, o b jec tiv e s. These t a s k s such elem en ts any one o f t h e v a r i o u s in s t a t i n g purpose. E xam ples o f t a s k s in stru m en t, the f o r exam ple, in to su b d iv isio n s of work w h ic h a r e r e q u i r e d c o n s tru c tin g th e w ith a need stu d y , t o be p e rfo rm e d . in a need stu d y d efin e g e n e r a te d from i t s segm ent of th e p r o c e s s . step s s h o u ld be t o of co n d u ctin g on o b j e c t i v e s sp ecific u n its step and d e v e l ­ th ey are They and d e a l t p resen ted to from w hich t o r e f l e c t w i t h S tudy. 88 I . Purpose A. B. II. III. IV. W hat s h o u l d b e t h e p u r p o s e o f a n e e d a s s e s s m e n t study? F o r exam ple, sh o u ld i t r e v e a l : 1. V ital fac ts fa c ilitie s, su ch as t e s t r e s u l t s , m ateria ls, e tc .? fin an ces, 2. A t t i t u d e s c o n c e r n i n g w h a t one f e e l s v a rio u s a sp e c ts of a sch o o l? about Should a need stu d y r e v e a l or i d e n t i f y th e needs th a t le a r n e r s , te a c h e r s , an d /o r a d m in is tra to rs have a l r e a d y e x p e r i e n c e d and i d e n t i f i e d , o r s h o u ld i t d e a l i n te rm s o f p ro b le m s t h a t t h e y w i l l be fa c in g in th e fu tu re ? Sam pling A. Who s h o u l d b e in clu d ed in the sam ple t o be s u r v e y e d ? B. W h at a l t e r n a t i v e s are C. I s b alan ce w ith in a sam ple n e c e s s a r y ? av aila b le? In stru m en tatio n A. W hat t y p e o f i n s t r u m e n t w o u l d p r o v i d e t h e m o s t u se fu l d a ta r e l a t i v e to a s tu d y 's purpose? For e x a m p le , s h o u l d one u se t h e p e r s o n a l i n t e r v i e w or th e m ail q u e s tio n n a ir e te c h n iq u e ? B. What a s p e c t s o f p r e v i o u s r e s e a r c h c a n a n d / o r s h o u ld be u t i l i z e d i n c o n s t r u c t i n g a s u r v e y in stru m en t? F o r exam ple, w hat need ite m s i d e n ­ t i f i e d in p a s t r e s e a r c h c a n be a p p l i e d t o p r e s e n t stu d ies? D ata C o l l e c t i o n A. I s a H aw thorne E f f e c t p r e s e n t i n t h e c o n d i t i o n s under w hich th e re s p o n d e n t c o m p le te s th e su rv e y in stru m e n t? B. Does t h e ag en c y c o n d u c t i n g t h e s t u d y p r e s e n t any b iases? F o r exam ple, does th e agency c o n d u c t th e s t u d y u n d e r s t r e s s and d u r e s s and i n t u r n p l a c e s t r e s s and dem ands on t h e r e s p o n d e n t ? 89 V. E v a l u a t i o n o f M easurem ent T ec h n iq u e s A. Is th e m easure B. Do a l l r e s p o n s e s h a v e b a l a n c e tech n iq u e ? a ap p ro p riate f o r the sam ple? in th e m easurem ent CHAPTER IV ESEA TITLE I I I NEEDS STUDY In tro d u ctio n In the p reced in g c h a p te rs , d 'e tr e has been d isc u sse d , su rv e y s review ed, and t h e Needs S tu d y p r e s e n t e d . the th is s tu d y 's lite ra tu re rela te d To r e v i e w b r i e f l y , each S ta te III by th e F e d e r a l governm ent t o c o n d u c t a study needs school lev e l. was t o be E lem en tary stated a t the e le m e n ta ry , The s t r a t e g y in clu d ed used as a b a s i s th at III the T his c h a p te r sectio n is the sta te . educa­ needs III of the I t was a l s o S t u d y w o u l d be stra te g ie s for th e im prove e d u c a t i o n a l o p p o r ­ d iv id ed in to tw o m a jo r s e c t i o n s . is devoted t o d e s c r ib in g of the its sta te . D epartm ent of E d u c a tio n T i t l e p resen ta tio n of the lo n g -ran g e to D ep art­ and s e n i o r h i g h P lan under T i t l e fin d in g s p ro jects thro u g h o u t the The f i r s t of used in a s s e s s in g th e s e fo r d ev elo p in g funding of T i t l e tu n ities j u n io r high, in the S ta te III fu n d s was c h a rg e d and S e c o n d a ry E d u c a ti o n A ct of 1965. p rev io u sly to school g r o u n d w o r k f o r t h e ESEA T i t l e ment o f E d u c a t i o n a p p l y i n g f o r T i t l e tio n a l raiso n th e M ich ig an I I I Needs S tu d y a lo n g w ith id en tifie d The s e c o n d s e c t i o n 90 p r i o r i t y e d u c a tio n a l needs focuses on a n a n a l y s i s a of of th e 91 T itle III Study in l i g h t of th e q u estio n s p resen ted in C h ap ter I I I . D escr ip tio n The P r o b l e m I n May, 1968, a s tu d y team o f S t a t e s o n n e l b e g a n an i n v e s t i g a t i o n to se le c t t i o n a l r e s e a r c h w hich w ould p r o v id e m ation a b o u t th e th e c le ar D epartm ent p e r ­ m ethod o f e d u c a ­ and s p e c i f i c c r i t i c a l e d u c a tio n a l needs in fo r­ in M ichigan. The p r o b l e m w a s t o c o n d u c t a s t u d y w h i c h w o u l d o b j e c t i v e l y id en tify ious th ese areas needs. of the T h is was t o be sta te and f o r t h e accom plished f o r v a r ­ sta te over f o r t y - f o u r hundred sc h o o l b u i ld i n g s lim ited tio n tim e p e r io d t o c o n d u c t th e of th e su b m itted of th e m ethods of n a ti o n a l l y u n iv ersity perso nn el, n el, an d /o r d i s t r i c t lo cal in th e sta te , V ario u s th e W ith and a selec­ id e a s w ere in c o n d u c tin g th e S tu d y . m eth o d s c o n s i d e r e d was t h e team c o n s i s t i n g a w hole. in v estig atio n , p r o c e s s was m ost c r u c i a l . as p o s s ib le as use One of a school v i s i t a t i o n k n ow n e d u c a t i o n a l e x p e r t s , S t a te D epartm ent of E d u c a tio n p e r s o n ­ school s t a f f , These s t u d y g ro u p s w ould v i s i t schools or school d i s t r i c t s purpose of needs. A consensus of th e provide a list and la y p e r s o n s . a number of ran d o m ly s e l e c t e d fo r th ree a n a l y z i n g and a p p r a i s i n g to fiv e days f o r the th e e x is tin g e d u c a tio n a l s t u d y t e a m m embers w o u ld t h e n of the p r i o r i t y needs. 92 A s e c o n d m ethod w h ic h was c o n s i d e r e d was t h e aratio n of a p r o f ile chart view ers in c o lle c tin g o b jec tiv e or school d i s t r i c t . P art past rep o rts and s t u d i e s tric t sta te , of the t o b e u s e d b y one of th e w hile the o r tw o i n t e r ­ about a se le c te d school d a t a w ere t o be g a t h e r e d by carried out w ith in the school d i s ­ r e m a i n i n g d a t a w ere t o be o b tain ed th ro u g h the v i s i t a t i o n A th ird d ata prep­ and i n t e r v i e w . m ajo r m ethod d i s c u s s e d was t h e use of a s u rv e y s t u d y u s i n g an o b j e c t i v e type q u e s tio n n a ir e . th is r e c e i v e d th e D e p a rtm e n t's th ird ap p ro v al. m ethod w hich f i n a l l y W ithout le n g th y d isco u rse s u g g e s t e d m ethods w ere e l i m i n a t e d , the m a tter It o f b o th tim e s h o u l d be p o i n t e d the was, on why t h e th is th e d iffic u lt ed u catio n al needs. p e a r e d t o be t h e ficial asp ects to The u s e use two th at m ain c u l p r i t s . S tu d y was c o n d u c t e d d u r i n g summer m o n t h s w h e n s c h o o l s w e r e n o t therefo re, first w rite r b eliev es and e x p en se w ere th e out th a t I t was in se s s io n s tu d y team s and i t in d e te rm in in g of a survey q u e stio n n a ire m ost e x p e d i t i o u s m eth o d . ap­ Some o f t h e b e n e ­ of using a survey q u e s tio n n a ire over the i n t e r v i e w m ethods i n c l u d e d : 1. More o b j e c t i v e 2. More s c h o o l s 3. Less f i n a n c i a l expense 4. F aster W ith th e d ata i n sam ple in v estig atio n m ethod o f l e m was t h e n t o c o m p l e t e co n stru ct and p r o c e s s i n g in v e s ti g a t i o n decid ed , an o v e r a l l d e s i g n a q u estio n n aire, of d ata. and s e l e c t the prob­ of th e Study, a sam ple. 93 Scope of th e S tu d y P rio r to the c o n stru ctio n number o f a r e a s w e re d esig n of the sonnel, of th e u n iv ersity to p ic su g g ested fo r S tudy. s tu d y team from th e of the These to p ic su g g estio n s sta ff, q u e stio n n aire, in clu sio n in th e a o v erall a r e a s w ere o b ta in e d by the of the S ta te D epartm ent p e r ­ and s u n d r y r e l a t e d areas co n sid ered fo r s t u d i e s . Some in v estig atio n in cluded the fo llo w in g : 1. D ata p r o c e s s i n g 2. P re-k in d erg arten 3. H i s t o r y of N egro and o th e r m in o r ity 4. and e a r l y assisted in stru ctio n ch ild h o o d e d u c a tio n c u ltu res Community c o m m u n i c a t i o n and p a r t i c i p a t i o n w i t h t h e school 5. S tu d e n t h o l d in g power t o d e c r e a s e d ro p o u ts 6. Teacher e d u ca tio n 7. in se rv ic e and p r e - s e r v i c e Use o f p a r a p r o f e s s i o n a l s 8. M odels f o r e f f e c t i v e 9. In d iv id u a liz atio n 10. Language s k i l l s 11. S elf-co n cep t 12. M otivation 13. S tu d en t, sta ff, A lso in c lu d e d of th e "types" co n sisted ev alu atio n an d /o r d isse m in a tio n of in s tr u c tio n developm ent and com m unity r e l a t i o n s h i p s in the scope of th e S tu d y was a l i s t o f s t u d e n t s wh o m i g h t h a v e t h e w ith in a p a r tic u la r list a n d /o r com puter school, of the d istric t, fo llo w in g : an d /o r g r e a t e s t need sta te . T his 94 1. Poor, d e p r i v e d c h i l d r e n in c i t y c o re a r e a s , a r e a s , and g e o g r a p h i c a l l y i s o l a t e d a r e a s 2. H andicapped c h i l d r e n , d e f in e d as m e n ta lly r e t a r d e d , hard of h e a rin g , d e a f, speech im p a ire d , v i s u a l l y han dicapp ed , s e r i o u s l y e m o tio n a lly d i s t u r b e d , c r i p p l e d , o r o t h e r h e a l t h i m p a i r e d c h i l d r e n w ho, b y reason th e re o f, re q u ire sp e c ia l e d u catio n 3. M i n o r i t y g ro u p s , i n c l u d i n g r a c i a l and c u l t u r a l l y d i f f e r e n t c h i l d r e n who, b y r e a s o n t h e r e o f , r e q u i r e s p e c ia l e d u catio n 4. P o te n tia l dropout stu d e n ts 5. V ocatio n ally 6. M igrant o r ie n te d 7. N e g le c te d and d e l i n q u e n t c h i l d r e n 8. G ifted 9. A d u l t s whose b a s i c e d u c a t i o n a l n e e d s r e q u i r e a p r o ­ gram o f c o n t i n u i n g e d u c a t i o n t h r o u g h o u t t h e i r l i f e span. o rien ted or h ig h ly rural stu d e n ts stu d en ts talen te d c h ild ren D evelopm ent of th e Q u e s t i o n n a i r e R esearch s tu d ie s have stru c te d q u estio n n a ire s re s u lts .'* ' W ith t h i s w ith re s p e c t to the Every p o s s i b l e certain th at in d icated i n m ind, careful the serv ices con­ and r e l i a b l e i n v e s t i g a t i o n w a s made d ev elo p m en t of a good q u e s t i o n n a i r e . av o id w e ak n e sse s. q u e s t i o n n a i r e was c a r e f u l l y t h e S t a t e D e p a r t m e n t S t u d y T ea m e m p l o y e d t h e both th e S ta te carefu lly can produce b o th v a l i d e f f o r t w a s made t o the th at To make co n stru cted , serv ices of D e p a rtm e n t o f E d u c a t i o n R e s e a r c h B u re a u and o f D r. Andrew P o r t e r , ‘*'Van D a l e n , op. c i t „, pp. H e ad o f t h e R e s e a r c h 188-190. 95 C o n s u l t a t i o n B u re au and P r o f e s s o r S ta te of R e se a rc h a t M ichigan U n iv e rsity . Because the S ta te want to r e p l i c a t e A SSIST, D epartm ent p rev io u s a n d T h o m as i n d e c i s i o n w a s made t o stu d ies of E d u catio n d id not such as th o se id e n tify in g e d u c a tio n a l needs, assess th e p rio rity By u s i n g t h e v a r i o u s e d u c a t i o n a l n e e d s e x istin g th eir o f MOREL, in M ichigan, th e needs the in the a lread y sta te . id en tified as m ajo r o b j e c t i v e was t o d i s c o v e r p rio rity . The S t u d y Team b e g a n b y s t u d y i n g many d i f f e r e n t types of q u e s tio n n a ire s B ecause needs the and i n f o r m a t i o n q u e s t i o n n a i r e was t o of elem en tary , ju n io r id en tify high, c a u t i o n had t o be em ployed s o t h a t t o be c o m p le te d in a re a ltiv e ly in v en to rie s. th e e d u c a tio n a l and s e n i o r h ig h s c h o o l s , i t w o u ld be s h o r t e n o u g h s h o r t tim e p erio d . A lso, n e e d ite m s w h ic h o v e r l a p p e d e a c h o t h e r had t o be a v o id e d . The q u e s t i o n n a i r e am b ig u ity , be as a l s o had t o be c o n s t a n t l y i t was c r u c i a l t h a t u n d e rs to o d by b o t h A fter m ent, term in o lo g y used c o u ld laym an and e d u c a t o r . the co m p letio n of a rough d r a f t of the in stru ­ i t was s u b m i t t e d f o r e x a m i n a t i o n and e v a l u a t i o n t o m e m b e r s o f t h e R e s e a r c h T ea m . tio n n a ire , U n iv ersity . a field Then, to v a lid a te The m e m b e r s o f a g r a d u a t e the re s e n te d th e resp o n d en ts The s a m p l i n g the the ques­ s t u d y was c o n d u c t e d a t M ic h ig a n S t a t e Im provem ent p r e - t e s t e d p le. th e checked fo r instrum ent. t o be and t h e in clu d ed d e ta ils course in C urriculum These s t u d e n ts r e p ­ in the S tu d y 's of o b tain in g it are sam ­ d iscu ssed here. in the In clu d ed cip a ls, next sectio n , in th e p r e - t e s t were teach ers, was a sk ed t o v erify in g and la y p e rs o n s . c o m m e n t on t h e c la rity To p r o v i d e and a n a ly z e d from th e ex ten siv e field tio n perso n nel, field of T h is itse lf, re­ th e d a ta were stu dy . From t h i s t o g e t h e r w i t h comm ents fro m t h e the S t u d y T eam c o m p l e t e d t h e of a co m prehensive need provide e a s i l y purpose of answ ering. in fo rm atio n , tab u lated research and e a s e the f o l l o w i n g c o m p l e t i o n by t h e fu rth er study, p rin ­ Each p r e - t e s t re s p o n d e n t comments on t h e q u e s t i o n n a i r e an open d i s c u s s i o n spo n d en ts. n o t be c o v e r e d su p erin ten d en ts, in stru m en t fo r of need item s was done by w r i t i n g and in so they w il l a ccessib le item co n stru c­ i n s t r u m e n t w hich w ould d ata re g a rd in g th e p rio rity of e d u c a t i o n a l n e ed s i n M ichigan. The q u e s t i o n n a i r e g o ries: first (1) P a r t i c i p a n t Needs, category ing the of t h i s was f u r t h e r (c) school. d iv id ed (b) Program Needs f o r th e breakdow n of t h i s (2) Program N eeds. g re a te s t ed u catio n al sectio n s; Program Needs f o r the A d m in istra to r. s e c o n d c a t e g o r y was t h e s u b d i v i s i o n s w ould p r o v i d e an aly sis and a s s e s s m e n t the need item s It The in fo rm atio n co n cern ­ T he s e c o n d c a t e g o r y , in to th ree u s e d b y b o t h MOREL a n d A S S I S T . liste d i n t o tw o m ajo r c a t e ­ d iv is io n provided Needs f o r t h e L e a r n e r , and and t y p e s o f s t u d e n t s who h a v e t h e need in a p a r t i c u l a r Needs, was d i v i d e d the Program (a) Program T eacher, T he f o r m a t f o r same a s t h a t was b e l i e v e d t h a t t h e s e a c o n c e p tu a l fram ew ork f o r of o b ta in e d d a ta . the In a d d itio n to under each g e n e ra l h ead in g , the 97 r e s p o n d e n t s w ere g i v e n th e l i s t w ith o p p o rtu n ity t o supplem ent th e a d d i t i o n a l n e e d s w h i c h t h e y c o n s i d e r e d t o be c ritic a l. E a c h r e s p o n d e n t was a s k e d t o r e a c t need item s acco rd ing t o as r e l a t e d to a p articu lar re s p o n d e n t t o the tio n . own p e r c e p t i o n school,, E ach need ite m was c o n s i d e r e d (1), w h ile The h i g h e s t seven (7) p arts and was e q u a t e d w i t h only if of the next sec­ ratin g had a r a t i n g had a r a t i n g scale of of six c o n t i n u u m was a "no o p i n i o n ." T h is was th e re s p o n d e n t co u ld n o t respond t o o th e r of th e r a t i n g scale co n tinuum . A com plete copy of th e in stru ctio n s in the low est need p r i o r i t y num ber on t h e im p o rtan ce on a s e v e n p o i n t s c a l e th e h ig h e s t need p r i o r i t y (6). se lec te d The of i t s The r e l a t i o n s h i p s c h o o l w i l l be d e s c r i b e d of need p r i o r i t y . one h is to each of the q u estio n n aire to each respondent is in clu d ed alo n g w ith th e as A ppendix E. The S a m p l e The p r o c e s s sam pling of sc h o o ls of s e le c tin g the a to ta l sam ple be s e l e c t e d breakdow ns of th e random r e p r e s e n t a t i v e f o r whom q u e s t i o n n a i r e s w e r e t o b e com ­ p leted req u ired th a t th at the p o p u l a t i o n be d e t e r m i n e d and from t h i s p o p u latio n s had t o pop u latio n . occur, F u rth er how ever, before a sam ple c o u l d be d raw n . F irst was d i v i d e d ences. of a l l , as in to fo u rteen T his d i v i s io n in d ic ate d areas to in C h ap ter I, allo w the S ta te for reg io n al d i f f e r ­ f o l l o w e d f o r m e r G o v e rn o r George 98 R o m n e y 1s " S t a t e P lan n in g 1968" A ppendix A ) . tio n the ( s e e map, and D evelopm ent R e g i o n s - - F e b r u a r y , of sch o o ls r e s u l ti n g sta te , Because in t h i s a d isp ro p o rtio n a te of th e d iv isio n a l skewed p o p u l a ­ se ctio n in g of num ber o f s c h o o l s h a d t o be sam p led . S econdly, a r e a s w ere high, tio n stra tifie d and s e n i o r o b tain ed purpose in to th ree high. A ll sc h o o ls in cluded T able d istric ts d istrib u tio n each a re a and f o r t h e h igh, g o ries based a map o f t h e sam pled sta te The the id en ­ d ifferen t b o th p u b lic fo u rteen and n o n ­ areas of th e number o f s c h o o l alo n g w ith n o n p u b lic th ree school sch o o ls lev e ls w ere s t r a t i f i e d on o p e r a t i n g e x p e n d i t u r e lev el 2 a in as a w hole. and s e n i o r h ig h ) th is a t th e in each area (elem entary, i n t o two c a t e ­ per p u p il per year. A o f $510 was o b t a i n e d fro m Thomas' M ich ig an S c h o o l F in a n c e S tu d y m edian f o r allo w fo r a breakdow n of th e each of th e per p u p il e x p en d itu re ju n io r p o p u l a t i o n t o be sam p led . count of p u b lic v ersu s F in a lly , ju n io r in M ich ig an , in the 2 p resen ts and s c h o o ls elem en tary , was t o need p r i o r i t i e s W hile A p p e n d ix A p r e s e n t s sta te , lev els: fo u rteen M ich ig an E d u c a tio n D i r e c t o r y . of d i f f e r e n t were in each of the T h i s d i v i s i o n was b a s e d on i n f o r m a - from th e lev e ls. p u b lic, K-12 s c h o o l s fo r such a s t r a t i f i c a t i o n tific a tio n grade the (1968) and was u s e d a s t h e stra tific a tio n . M ichigan E d u c a tio n D i r e c t o r y 1 9 6 7 -6 8 , L an sin g , 1967. and B u y e r 's Guide 99 T able 2. T he p u b l i c a n d p a r o c h i a l s c h o o l d i s t r i c t s i n t h e s t a t e a r e a s , w i t h an a r e a b re a k d o w n o f s c h o o l s sam pled Num be r o f S c h o o l D i s t r i c t s S tate A reas P u b lic P aro ch ial I 18 3 II 17 III T o tal Number o f S c h o o l s P u b lic P aro ch ial 21 46 16 62 0 17 27 0 27 14 3 17 21 3 24 IV 11 1 12 16 1 17 V 10 0 10 15 0 15 VI 11 2 13 17 2 19 V II 9 2 11 14 2 16 V III 13 1 14 19 2 21 IX 10 1 11 17 1 18 X 16 2 18 25 5 30 XI 26 2 28 35 8 43 X II 11 1 12 12 1 13 X III 11 1 12 12 2 14 XIV 17 1 18 19 2 21 194 20 214 2 95 45 340 S tate T o tals T o tal 1 00 A fter each school b u ild in g g o rized as t o s c h o o l l e v e l in T able schools 3. sam ple. F o r m o re d e n s e l y of sch o o ls to ta l lo cated in T able Each sch o o l in the S tudy. the Id ea lly , in clu ded in the in the group of of th e school rep re se n ta tiv e (a b u i l d i n g ite m 's a copy of th e the degree school„ of c r i t i c a l n e s s , school b u ild in g . are a lso sam ple p r o v id e d m ajor t e a c h e r (an o f f i c e r of the i n d i v i d u a l s were t o as th e y p e rc e iv e d th e A fte r r a t i n g e ac h need list presen ted to th ese four id en tifie d a sse ss th e e d u c a tio n a l needs of F irst of: them c o n s id e r e d t o be c r i t i c a l . I t was b e l i e v e d t h a t ab le t o and th e th e r e s p o n d e n ts were g iv e n supplem ent th e w ith a d d itio n a l needs they w ould be number rep re se n ta tiv e ), of the These fo u r q u estio n n aire p articu lar o p p o rtu n ity to a a s s i s t a n t ) , a t e a c h e r from and a l a y r e p r e s e n t a t i v e p aren t-sch o o l o rg a n iz a tio n ). needs of t h e i r in su re a sso c ia te d w ith th a t (or h i s the com plete sam ple the in d iv id u a ls co n sisted (or h i s o rg an izatio n ), areas random ly s e l e c t e d the b u ild in g p r i n c i p a l school for 3. th is su p e rin te n d en t rep re se n te d T he t o t a l fo u rteen a group of fo u r re s p o n d e n ts d i r e c t l y school. c ells sam p lin g h e lp e d t o in each of the number o f s c h o o l s rep resen ted area number o f s c h o o l s was s e l e c t e d of accuracy a p o p u l a t e d a r e a s w i t h m o re T h is d is p r o p o r tio n a te g r e a te r degree was c a t e ­ A minim um o f t w o s c h o o l s w a s f o r e a c h one o f t h e a g reater sta te and p e r p u p i l e x p e n d i t u r e , ra n d o m s e l e c t i o n was made. random ly s e l e c t e d in th e of a ll, each of th e four lead ers a lo cal in d iv id u als T able 3. S tate area d iv is io n s 3 OEPPb I II III IV V VI V I I V I I I IX X E lem en­ tary Schools Above $510 Below $510 446 29 214 15 78 5 212 14 148 10 1 00 6 59 4 74 5 32 2 76 5 79 5 99 6 32 2 91 6 57 4 122 8 70 5 77 5 91 6 219 14 77 5 374 24 32 2 42 3 Ju n io r H igh S chools Above $510 B elow $510 110 7 10 2 18 2 26 2 14 2 25 2 10 2 13 2 4 2 16 2 19 2 17 2 4 2 17 2 13 2 22 2 8 2 15 2 20 2 29 2 13 2 62 2 3 2 5 2 4 2 9 2 6 2 14 2 246 33 280 30 S en io r H igh Schools Above $510 Below $510 59 4 75 5 11 2 38 2 25 2 14 2 6 2 22 2 4 2 37 2 10 2 32 2 2 2 29 2 7 2 41 3 7 2 23 2 19 2 66 4 11 2 89 6 7 2 20 2 7 2 29 2 22 2 43 3 197 30 558 39 914 62 383 27 262 200 21 18 444 30 122 256 14 21 4426 340 T o ta ls 326 184 1 6 9 256 175 24 15 17 19 16 aE a c h o f t h e s m a l l s q u a r e s i n f o r th e d a ta a n a ly se s. The n u m b e r a t b e r of sc h o o ls of t h i s ty p e in t h a t p th e b o tto m of th e c e l l r e p r e s e n ts th e p o p u latio n . b OEPP = O p e r a t i o n E x p e n d i t u r e XI X I I X I I I XIV 626 109 43 13 39 6 2 3 1 32 67 4 9 T o tal 1246 84 1899 1 23 t h e t a b l e i s one o f t h e c e l l s u se d a s a b a s i s t h e t o p o f e a c h c e l l r e p r e s e n t s t h e t o t a l num­ a r t i c u l a r a r e a o f t h e s t a t e , and t h e number a t number o f s c h o o l s i n t h e sam p le fro m e a c h c e l l ' s Per P u p il Per Y ear. 102 w ould be d i r e c t l y in v o lv ed w ith th e e d u c a tio n a l e n t e r p r i s e . E ach w ould c a r r y v a r y i n g d e g r e e s of r e s p o n s ib ility n in g and d e v e lo p in g e d u c a t i o n a l pro gram s w i t h i n the sy stem . Thus an a s s u m p tio n a c c e p t e d f o r th e T i t l e was t h a t t h i s w ould p r o v id e sary in id en tify in g e x ist today. areas of th e If w o u ld b e more it in f a c t in tune w ith upon e a c h . If p rio rity , th ese in d iv id u a ls I t was assum ed, then, b e st q u a lif ie d persons as th e y e x i s t c om ­ th at av ailab le and t o p l a c e t h e r e was c o n s i s t e n c y judgm ent of th e r e s p o n d e n ts rela tiv e neces­ any g e o g r a p h i c a l o r s p e c i f i c to sp e c ify e d u c a tio n a l needs its Study d i f f e r betw een v a r i o u s was b e l i e v e d t h a t r e s p o n d e n ts w ere th e p rio rity III them w i t h t h e e x p e r i e n c e m u n ity n e e d s w h ich m ight e x i s t . th ese school th e v a rio u s e d u c a tio n a l needs as th e y needs did sta te , in p la n ­ on t h e e x i s t e n c e a among t h e o f a n e e d and t h e n t h i s w ould b r i n g v a l i d i t y to the d a ta . D istrib u tio n and D a ta C o l l e c t i o n U nique f e a t u r e s used the in se cu rin g S tu d y and (2) the the o f th e S tudy re q u e ste d th e d istrib u tio n S tudy. S tudy, of each of th e th e sch o o ls sam pled s c h o o l s . from h i s to the S ta te in a l e t t e r was s e n t t o t h e d istric t T h is lette r t o have th e in cluded An a u t h o r i z a t i o n f o r m w a s e n c l o s e d w i t h t h e and was r e t u r n e d m ethods of the q u e s tio n n a ir e s . approval of each su p e rin te n d e n t random ly s e l e c t e d (1) approval of a school to p a r t ic i p a te As a n i n t r o d u c t i o n t o t h e su p e rin te n d en t inclu d ed in the letter D epartm ent of E d u c a tio n fo r 103 p ro cessin g . A copy of th e are as A ppendix F . in clu d ed in g t o t h i s req u est, le tte r tho se and th e A fter a u t h o r i z a t i o n form an ample tim e su p erin ten d en ts w ere c o n t a c t e d by te le p h o n e for for re p ly ­ not responding ap proval. T h is was u s u a l l y c o n firm e d by l e t t e r . It was b e l i e v e d th at tio n n a ire c o u ld be s e c u r e d d eliv ered to the g r e a te r response t o the if th e i n s t r u m e n t s were hand s c h o o l s u p e r i n t e n d e n t s by S t a t e D e p a rtm e n t of E d u catio n p e rso n n e l. At t h i s s u p e r i n t e n d e n t s c o u l d be answ ered. i n t e n d e n t s w ere r e a s s u r e d t h a t w ould r e m a in c o n f i d e n t i a l and s t a t e - w i d e s y s t e m f o u n d on p a g e A p p e n d i x G. d ata T his an aly sis. D epartm ent an a r e a f o r tim e any q u e s t i o n s A lso a t t h i s a ll of the and t h a t in g on i n d i v i d u a l s c h o o l s . an a r e a b asis. t h e r e w o u ld be no r e p o r t ­ q u e stio n n aire i n f o r m a t i o n was n e c e s s a r y su p e rin te n d en t receiv ed one f o r e a c h o f th e assig n ed included f o r the and a p p o in tm e n ts fo u r co p ies arranged. co u rier. in s tru c tio n s for d is tr ib u tio n of the and (A c o p y o f t h e in stru m en ts p a rticu la r in th e S tudy. of Each in stru ctio n s is The s u p e r i n t e n d e n t w as t o c o m p l e t e p a rticip a tin g d esired of the q u e s tio n n a ire , i n f o r m a t i o n w ere p r o v id e d by th e in stru m e n t fo r the as S u p e r i n t e n d e n t s were G eneral tric t is co ding an a r e a or a p a r t resp o n d en ts. of the o n ly on v a r i o u s members fro m t h e S t a t e the p e rs o n a l d e liv e r y . c o n ta c te d by te le p h o n e super­ d ata g ath ered An e x p l a n a t i o n o f t h e 11 o f t h e T herefore, h e ld by tim e, D a ta w o u ld be r e p o r t e d of E d u c a tio n were as A ppendix H .) ques­ sch o ol(s) in cluded one c o p y in h is Upon c o m p l e t i o n , d is­ th is 104 i n s t r u m e n t was t o be f o l d e d , e n c lo se d env elo p e, m ateria ls. Then, p rin cip al(s) in se rte d , and r e t u r n e d the to packet of of each of the the sch o o l. resp ec tiv e Upo n c o m p l e t i o n , resp ec tiv e teach er the o rig in a l in a sm all packet of i n s t r u m e n t s was g i v e n t o t h e T he p r i n c i p a l t h e n d i s t r i b u t e d strum ent to the and s e a l e d sch o o l(s). a copy of th e in ­ and l a y p e r s o n from h i s p rin c ip a l c o llected the sm all s e a l e d e n v e lo p e s from e a c h o f th e afo rem en tio n ed fo u r in d i­ v id u als larg er and fo rw a rd e d them i n th e t o the T i t l e III o ffice. o r i g i n a l envelope E very sch o o l p a r t i c i p a t i n g S tu d y was t o have f o u r s u r v e y in s tru m e n ts com pleted. As a f o l l o w - u p m e t h o d i n s e c u r i n g t h e q u e stio n n aires, tendent letter telephone c alls retu rn w e r e made t o t h e a n d /o r p r i n c i p a l of the co n firm in g th ese in the d elin q u en t c a l l s was u s u a l l y su p erin ­ sch o o ls. sent of A as an a d d i ­ t io n a l rem inder. The t o t a l percent t h e S tu d y was 9 6 .4 and t h e of a l l in stru m en ts re tu rn e d percent four i n s t r u m e n t s r e t u r n e d was 9 5 . 0 . rate o f r e t u r n by a r e a rate o f r e t u r n was l a b e l e d S tu d y 's and f o r the of the sch o o ls w ith a l l T able 4 r e v e a ls sta te for as a w hole. the T his as e x c e p t i o n a l l y h ig h by th e research c o n su lta n ts. A n aly sis o f D ata I n each school, i te m and t h e s e b in atio n s four i n d iv i d u a ls r a t e d e ach need r a t i n g s w ere t h e n r e p o r t e d fo r each area and f o r th e sta te i n v a r i o u s com ­ as a w hole. 105 T able 4. P ercent of q u e stio n n a ire t e e n a r e a s and t h e s t a t e r e tu r n fo r each of fo u r­ as a w hole % of Q ues­ tio n n a ire s R eturned S chools w ith Four Q u estio n n aires R eturned 62 83 79 383 27 100 100 III 326 24 10 0 100 IV 184 17 99 94 V 169 15 100 100 VI 256 19 100 100 V II 175 16 1 00 1 00 V III 262 21 10 0 100 IX 2 00 18 95 95 X 444 30 99 97 XI 626 43 10 0 100 X II 109 13 100 100 X III 122 14 10 0 100 XIV 256 21 99 95 4426 340 96 .4 95.0 T o ta l Num b er of S chools Number in Sam ple I 914 II S tate A reas S tate T o tals % of 106 The n e e d ite m s w ere n u m e r i c a l ly r a t e d by e a c h of t h e resp o n d en ts, and a s i n g l e F o r exam ple, to sch o o ls c ells fin d i n Area I , (see T able by th e cross w ith in th e school in itia lly A rea I w ere for for a ll added. of th e of the c e l l s need in the th e of and m u l t i p l i e d c ell. The f o r e a c h c e l l were t h e n added A gain, to fin d to o b ta in the item , th e cross c h a r t w ere m e n tio n e d p r o c e d u r e s w ere u s e d f o r d a ta averaged the m ean c e l l c ro ss-p ro d u c t v alu es T herefore, a p articu lar a given stra tu m fo r each re sp e c tiv e of i n te r e s t. a ll for s c o re s w ith in each of the product v alu es f o r A rea I , score the 3) w e r e stratu m f o r e a c h s c h o o l was o b t a i n e d . t h e m ea n s c o r e sam p lin g f r a c t i o n * resu lta n t score score school t h a t w ould be r e p r e s e n t a t i v e the sta te in m ean product v alu es added. The a f o r e ­ purpose of o b ta in in g of the v a rio u s sch o o ls in sta te . T he r e s u l t a n t m ea n s c o r e s w e r e to rank the e n tire sta te needs in the and f o r N in ety im portance f o r th e a given s tra tu m w ith in m ean s c o r e s be o b t a i n e d c o n c e r n in g th e T able used o rder of t h e i r p e rcen t confidence around e ach of th e s e su b seq u en tly the sta te . i n t e r v a l s * * were s e t so t h a t sta b ility up in fo rm a tio n co u ld of each score (see 9) . *T he s a m p l i n g f r a c t i o n i s d e f i n e d b y t h e n u m b e r o f sc h o o ls in the su b p o p u la tio n d e fin e d by th e c e l l , d iv id e d by t h e number o f s c h o o l s i n t h e p o p u l a t i o n o f i n t e r e s t . **The c o n f i d e n c e i n t e r v a l i s d e f i n e d a s an e s t i m a t e d range of v a lu e s w ith a g iv en high p r o b a b i l it y of c o v e rin g th e tru e p o p u la tio n v a lu e . 107 A lthough d ata fin d in g s vario u s it is p ro vided t i o n was i n i t i a l l y the not p o ssib le from th e S tu d y , an aly ses necessary is prepared to present a ll of th e a com plete d e s c r i p t i o n as A ppendix I . as th e T h is of the in fo rm a­ in s tru c tio n a l g u id elin es f o r th e c o m p u te r program m ing and i s p r e s e n t e d appendices as an a i d to the reader in in te rp retin g in th e d a ta c h a r t s w hich f o l lo w . D ata F in d in g s The f o l l o w i n g t a b l e s b oth s e c tio n s of the q u estio n n aire to p four P a r tic ip a n t needs t e n Program n e e d s . r e v e a l the p r i o r i t y teach er, and l a y p e rs o n b in atio n 15 o f t h e are p re s e n te d (these S tu d y 's is The alo n g w ith th e to p sam p le was s c h o o l ’s s u p e r i n t e n d e n t , p rin cip al, f o u r r e s p o n d e n t s make u p com ­ P r i n t Out I n f o r m a tio n th e r a n k i n g s w ere b a s e d on t h e i r O ther in f o r m a tio n (see A ppendix E ) . Because e ach sch o o l in th e o r i g i n a l l y d e f i n e d by th e needs of cum ulative (A ppendix I ) , m ea n r a t i n g s . * a l s o p r e s e n t e d w hich t h e S t a t e D e p a r t ­ ment o f E d u c a t i o n t h o u g h t as h av in g g r e a t im portance. *A11 o f t h e v a r i o u s s c h o o l r e s p o n d e n t c o m b i n a t i o n s i n d i c a t e d i n t h e "ESEA T i t l e I I I S t u d y P r i n t O u t I n f o r m a t i o n " a re n o t p r e s e n t e d i n t h i s t h e s i s b e c a u s e o f t h e volum e o f data in v o lv ed . T his i s a ls o tr u e fo r th e v a rio u s a re a , s c h o o l l e v e l , and p e r p u p i l e x p e n d i t u r e b r e a k d o w n s . A ll of th e d a ta a re a v a i l a b l e from th e M ich ig an D e p artm en t of E d u ca­ tio n , T itle I I I . 1 08 T able 5. R ankings of h i g h e s t p r i o r i t y needs in M ich ig an3 Rank S tu d en ts and prog ram H aving Needs 1 V o catio n ally o rien ted 2 G i f t e d and t a l e n t e d 3 E m o tio n a lly h andicapped 4 P o te n tia l d ro p o u ts Rank stu d en t stu d e n ts c h ild ren Program Needs 1 S k i l l developm ent in re a d in g 2 S t a t e and F e d e r a l pro g ram s f o r ed u catio n al se rv ic e s 3 In d iv id u a liz ed 4 S k i l l developm ent 5 Im provem ent o f s t u d e n t ' s 6 Study h a b i t s 7 R e le a s e d tim e f o r p la n n in g and f o r c o n su lta tio n w ith stu d en ts 8 D i a g n o s t ic and t r e a t m e n t s e r v i c e s f o r th e p h y s i ­ c a l l y , e m o t i o n a l l y , and m e n t a l l y h a n d ic a p p e d 9 M e n ta l and p h y s i c a l h e a l t h 10 su p p lem en tary in stru ctio n in com m unication L ea rn in g e n v iro n m en t: and m a t e r i a l s m o tiv atio n to learn in d iv id u al of stu d en ts fa c ilitie s, equipm ent, R a n k i n g s w e r e b a s e d o n t h e m ean r a t i n g s o f s u p e r i n ­ t e n d e n t s , p r i n c i p a l s , t e a c h e r s , and l a y p e r s o n s a s s o c i a t e d w ith the s c h o o ls. 109 T able 6. R ankings of h i g h e s t p r i o r i t y s t u d e n t needs by d i f f e r e n t r e s p o n d e n ts 3 and p ro g ram R espondents i + Xu w ro d w a) o w 'u G P Rank Need w '- l Need W TD rH d d O Need Need Need Need Need 07 12 10 06 07 10 12 06 07 06 10 03 07 10 12 06 07 10 12 06 07 10 12 06 65 23 31 64 21 27 24 43 26 42 39 55 23 39 27 31 24 25 21 65 26 42 20 32 23 65 24 21 31 25 29 26 27 42 18 32 65 23 31 21 64 24 43 25 26 55 42 39 23 65 31 27 39 24 21 25 26 42 43 55 23 65 31 24 21 25 39 27 26 42 20 43 S t u d e n ts H aving Need: 1 2 3 4 07 10 06 03 Program N e e d s: 1 2 3 4 5 6 7 8 9 10 11 12 65 23 31 24 21 43 64 25 26 20 55 22 a The n e e d s a r e n u m b e r e d a s t h e y a p p e a r c h r o n o l o g i ­ c a l l y i n t h e q u e s t i o n n a i r e (A ppendix E ) . F o r exam p le, u n d e r S t u d e n t s H a v i n g N e e d , N e e d 07 i s " V o c a t i o n a l l y O r i e n t e d S t u d e n t s , " w h i l e N e e d 10 i s " G i f t e d a n d T a l e n t e d C h i l d r e n . " U n d e r P r o g r a m N e e d s , N e e d 23 i s " S k i l l D e v e l o p m e n t i n R e a d ­ i n g , 11 w h i l e N e e d 65 i s " S t a t e a n d F e d e r a l P r o g r a m s f o r S u p ­ plem entary E d u c a tio n a l S e r v ic e s ." A co m plete l i s t i n g of a l l p a r t i c i p a n t a n d p r o g r a m n e e d s i s p r e s e n t e d on t h e f o l l o w i n g page f o r c l a r i t y . 110 S tu d en ts 03 04 05 06 07 08 09 10 11 12 Nee< I te: 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 38 39 40 41 42 43 44 45 46 52 53 54 55 H aving N eeds D eprived or poor c h il d r e n P h y s i c a l l y and m e n t a l l y h a n d ic a p p e d M in o rity group c h ild r e n P o te n tia l dropouts V o catio n ally o rie n te d stu d e n ts M igrant c h ild r e n N e g le c te d and d e lin q u e n t c h i l d r e n G i f t e d and t a l e n t e d c h i l d r e n A dults E m o tio n a lly h andicapped Program Needs C lassroom c o u r s e s a n d /o r c o n te n t O u t - o f - c l a s s a c t i v i t i e s and e x p e r ie n c e s D evelopm ent of a s t u d e n t ' s p o s i t i v e s e l f - c o n c e p t Im provem ent o f s t u d e n t ' s m o ti v a ti o n S k i l l d e v e lo p m e n t i n p r o b l e m - s o l v i n g & d e c i s i o n m aking S k i l l developm ent in re a d in g S k i l l d e v elo p m en t i n co m m unication Study h a b it s M e n ta l and p h y s i c a l h e a l t h o f s t u d e n t s D i a g n o s t ic and t r e a t m e n t s e r v i c e s f o r th e p h y s i c a l l y , e m o t i o n a l l y , and m e n t a l l y h a n d ic a p p e d S t u d e n t r e l a t i o n s h i p s w i t h t h e s c h o o l and t h e com m unity V o c a tio n a l e d u c a t i o n program s Equal e d u c a tio n a l o p p o rtu n itie s In d iv id u a liz ed in s tru c tio n C u rric u la r o f f e r in g fo r p o t e n t i a l dropouts D ata p r o c e s s in g a n d /o r co m puter a s s i s t e d i n s t r u c t i o n R e le a s e d tim e f o r p l a n n i n g and f o r i n d i v i d u a l c o n s u l ­ t a tio n w ith stu d e n ts Human r e l a t i o n s a n d c o m m u n i c a t i o n w i t h s t u d e n t s , s t a f f , and com m unity T each in g -learn in g process L earn in g en v iro n m en t: f a c i l i t i e s , e q u ip m e n t, and m ateria ls In se rv ic e e d u catio n fo r te a c h e rs D i s p o s i t i o n to w a rd change and i n n o v a t i o n D evelopm ent o f a t e a c h e r ' s p o s i t i v e s e l f - c o n c e p t A ttitu d e tow ard p u p i ls S t a f f h o ld in g power S ta ff recru itm en t S t a f f r e l a t i o n s and c o m m u n ic a tio n I n c r e a s e d p r o f e s s i o n a l , p a r a p r o f e s s i o n a l and o t h e r staff Ill Need Item 56 57 58 59 60 61 62 63 64 65 Program Needs Community a g e n c i e s Community r e l a t i o n s and c o m m u n i c a ti o n s P re-k in d erg arten S tudent e v a lu a tio n C urriculum c o n s u lta n ts In se rv ic e e d u ca tio n fo r a d m in istra to rs K now ledge and e x p e r i e n c e i n t h e t e a c h i n g - l e a r n i n g process L e a d e r s h i p i n c u r r i c u l u m im provem ent E f f e c t i v e use of tim e f o r th e e s s e n t i a l e le m e n ts of a d m in istra tio n S t a t e and F e d e r a l p ro g ram s f o r s u p p le m e n ta r y e d u ­ c atio n a l serv ices Table 7. Rankings of h i g h e s t M ichigan3 student and p ro g ra m n e e d s f o r e l e m e n t a r y , Elem entary Rank Students p riority Junior ju n io r high, High and s e n i o r h ig h schools in S e n i o r High Having N eeds: 1 V ocationally 2 G ifted 3 E m otionally 4 P otential oriented and t a l e n t e d (07) (10) handicapped dropout V ocationally Potential (12) G ifted (0 6 ) oriented dropout V ocationally o rien ted (06) and t a l e n t e d D eprived or poor (07) G ifted (1 0 ) and t a l e n t e d P otential (03) dropout D eprived or poor (07) (10) (06) (03) Proqram N e e d s: 1 S kill developm ent in reading 2 S tate and f e d e r a l programs (65) C urriculum fo r dropouts 3 Individualized instruction (31) Individualized 4 R eleased (39) M otivation 5 S k i l l developm ent t i o n (24) 6 M otivation 7 D iagnostic & treatm en t serv ices for p h y sically , em otionally, & m e n t a l l y h a n d i c a p p e d (27) Study h a b its 8 Study h a b i t s State 9 M e n ta l and p h y s i c a l s t u d e n t s (26) 10 tim e for planning (23) in communica­ (21) S kill developm ent health of L earning environm ent: facilities, e q u i p m e n t , an d m a t e r i a l s (42) (23) (32) in struction (31) (21) in communica­ programs S kill developm ent in read in g V ocational education programs (65) (20) and/or R a n k i n g s w e r e b a s e d on t h e mean r a t i n g s o f s u p e r i n t e n d e n t s , p r i n c i p a l s , each sch o o l in th e sam ple. Many o f t h e n e e d s l i s t e d a b o v e h a v e b e e n a b b r e v i a t e d rn A p p en d ix E. (65) (23) (29) (21) Study h a b i t s in communica­ (25) M ental and p h y s i c a l h e a l t h s t u d e n t s (26) D evelopment of s e l f - c o n c e p t C lassroom c o u rs e s c o n t e n t (18) and f e d e r a l S k i l l developm ent t i o n (24) (29) (25) and f e d e r a l S tate M otivation V ocational ed u catio n S k i l l developm ent t i o n (24) (25) in re a d in g C urriculum fo r dropouts C lassroom c o u rse s c o n t e n t (18) of (32) and/or L earning environm ent: facilities e q u i p m e n t , a n d m a t e r i a l s (42) t e a c h e r s , and l a y p e r s o n s a s s o c i a t e d w i t h fo r convenience b u t appear in t h e i r e n t i r e t y T able 8. R an k in g s o f h i g h e s t p r i o r i t y s t u d e n t and p ro g ram n e e d s by s c h o o ls h a v in g d i f f e r en t o p e ra tin g ex p en d itu res per p u p il per year E x p e n d i t u r e B elow $510 Rank E xpen d itu re Above $ 5 1 0 S t u d e n t s Havincr N e e d s : o rien ted stu d e n ts V o catio n ally o rien ted 2 G ifted 3 E m o tio n a lly h an d icap p ed G if te d and t a l e n t e d 4 P o te n tia l dro pouts E m o tio n a lly h an d icap p ed and t a l e n t e d stu d e n ts V o catio n ally 1 c h ild ren P o te n tia l d ro po uts ch ild ren Program N eeds: 1 S k i l l developm ent 2 S t a t e & f e d e r a l program s f o r s u p p le ­ m entary e d u c a tio n a l s e r v i c e s In d iv id u alized 3 In d iv id u a liz ed S k i l l d ev elo p m en t i n co m m u nicatio n 4 Im provem ent of a s t u d e n t ' s to learn 5 S k i l l developm ent 6 R e le a s e d tim e f o r p l a n n i n g and f o r in d iv id u a l c o n s u lta tio n w ith stu d e n ts S t a t e & f e d e r a l program s f o r c o n s u lta tio n w ith stu d e n ts 7 M e n ta l and p h y s i c a l h e a l t h D i a g n o s t i c and t r e a t m e n t s e r v i c e s f o r t h e p h y s i c a l l y , e m o t i o n a l l y , and m e n ta lly h andicapped 8 Study h a b its R e le a s e d tim e f o r p l a n n i n g and f o r in d iv id u a l c o n s u lta tio n w ith stu d e n ts 9 L ea rn in g en v iro n m en t: fa c ilitie s, e q u ip m e n t, and m a t e r i a l s D evelopm ent o f a s t u d e n t ' s D i a g n o s t i c and t r e a t m e n t s e r v i c e s f o r t h e p h y s i c a l l y , e m o t i o n a l l y , and m e n ta lly h andicap ped M e n ta l and p h y s i c a l h e a l t h o f s t u d e n t s in stru ctio n m o tiv atio n in com m unication of s tu d e n ts S k i l l developm ent in r e a d in g in stru ctio n Im provem ent o f a s t u d e n t ' s to learn m o tiv atio n Study h a b its in d iv id u a l self-co n cep t 113 10 in read in g 114 A. The f o l l o w i n g t a b l e r e p r e s e n t s t h e f i n d i n g s f r o m 1 ,3 1 1 q u e s t i o n n a i r e s r e t u r n e d o u t of 1 ,3 6 0 o r i g i n a l l y s e n t o u t. The b r e a k d o w n o f r e s p o n d e n t s i n e a c h c a t e g o r y w a s : Num b er R esponding S u p e r i n t e n d e n t s ..................................... 327 96 P r i n c i p a l s ........................... ..... 330 97 . 328 96 L a y P e r s o n s ................................................ 327 96 T e a c h e r s ............................................... B. C. % R esponding The "n o r e s p o n s e " p e r c e n t g i v e n i n t h e t a b l e f o r e a c h i t e m r e p r e s e n t s t h a t p a r t o f t h e s a m p le o f 340 s u c h i n d i v i d u a l s who: (1) r e t u r n e d q u e s t i o n n a i r e s b u t c i r c l e d " n o o p i n i o n " f o r t h a t i t e m , (2) r e t u r n e d q u e s ­ t i o n n a i r e s b u t f a i l e d t o c i r c l e any of th e r a t i n g c a t e ­ g o r i e s f o r t h a t i t e m , a n d (3) f a i l e d t o r e t u r n q u e s t i o n - n a ire s. A l i s t i n g of a l l of th e a t t a c h e d and s h o u ld a i d p re s e n te d in th e t a b l e . need ite m s used in th e S tudy is th e re a d e r in d ecoding th e d a ta 115 Table 9. R an k in g s of need ite m s by e a c h of th e f o u r t y p e s of s c h o o l r e s p o n d e n t s w ith 90 p e r c e n t c o n f i d e n c e i n t e r v a l s a n d p e r c e n t o f n o r e s p o n s e s g i v e n f o r e a c h item P rincipals S uperintendents Need Item 90% S ta t e + C onfidence Me a n Factor % No Responses Need Item 90% S ta te + C onfidence Me a n Factor % No Responses I . Students Having Needs 07 10 06 03 11 12 09 04 05 08 3.552 3.391 3 . 06 3 3 . 004 2.901 2.886 2.708 2.570 2.061 1.612 .023 . 046 . 042 .042 . 034 .031 . 006 .044 . 042 .009 7 14 6 5 14 8 " 6 6 5 7 07 12 10 06 03 09 04 11 05 08 3.283 3.200 3.160 2.900 2.886 2.743 2.545 2.518 2.036 1.505 . 039 .047 .008 . 031 .04 9 . 026 .050 .037 .041 .021 9 6 5 6 5 5 6 18 7 8 I I . Program Needs 65 23 31 24 21 43 64 25 26 20 55 22 42 59 41 18 40 39 19 44 61 63 32 29 27 46 62 57 30 53 60 28 56 54 45 38 58 52 4.133 4.023 3. 986 3.964 3. 940 3.894 3.879 3 . 791 3.693 3.691 3.660 3.652 3.611 3.589 3.585 3.582 3.568 3.552 3.506 3.502 3.497 3.469 3.453 3 .449 3.412 3.361 3.323 3 . 283 3 . 233 3.223 3.214 3. 177 3 . 147 3. 104 3. 098 3.062 2 . 977 2.959 .019 . 014 . 04 9 .004 .036 .031 . 044 . 023 . 029 . 011 . 018 . 011 . 02 1 . 02 6 . 044 .024 .037 .034 . 047 .004 . 01 9 .039 .044 .036 . 008 .018 .044 . 046 . 024 . 044 . 04 2 . 023 . 04 i . 032 . 03 9 . 024 . 032 . 03 9 6 5 5 5 5 5 5 6 5 6 5 5 5 5 5 6 6 5 4 5 5 5 8 8 6 5 7 5 65 23 31 64 21 27 24 43 26 42 39 55 25 20 18 19 22 61 59 32 29 63 30 40 41 56 60 38 44 57 58 46 62 28 53 45 ' 54 52 4.209 4.127 3.902 3.886 3.872 3.864 3 . 78 9 3.784 3 . 773 3.761 3.746 3.699 3. 677 3.479 3.546 3.467 3.431 3.410 3.404 3 .379 3.325 3.285 3 . 228 3 . 206 3 . 1 86 3 . 178 3.141 3.046 3.019 3.011 2 . 995 2.961 2 . 94 1 2.938 3.839 2.651 2.555 2.547 . 041 .004 . 047 .04 9 .034 . 026 .05 0 .044 .036 . 021 .041 . 019 . 01 8 .044 .039 .037 . 05 0 . 03 4 . 049 . 042 . 050 . 049 . 041 .041 . 050 .039 . 034 .041 . 04 6 .036 . 031 . 003 . 041 . 039 . 04 9 . 039 . 04 9 . 04 2 5 3 4 4 3 4 5 4 3 3 6 4 5 3 4 4 7 4 4 9 6 5 5 6 6 5 7 7 10 10 8 4 6 4 4 3 4 6 3 3 12 4 6 5 4 4 4 7 116 Table 9—C ontinued Need Item 90% S ta te + C onfidence Me a n Factor >1 Teachers % No Responses Need Item Persons 90% S ta t e + Confidence Me a n Factor % No Responses I. Students Having Needs 07 10 12 06 03 09 04 11 05 08 3.592 3.329 3.303 3.235 3.011 2.846 2. 741 2.448 2.068 1.579 .016 .023 .027 .042 .032 . 029 .047 .042 .034 .049 11 5 7 8 5 5 6 22 8 8 07 06 10 03 09 12 04 11 05 08 3.108 2.740 2 . 7 29 2.609 2.592 2.557 2.306 2.232 1.786 1 . 395 .042 .047 .034 .042 .008 .032 .018 .023 .021 .032 17 10 13 6 10 14 11 20 13 14 II. Program Needs 23 39 27 31 24 25 21 65 26 42 20 32 55 18 22 43 29 30 19 59 38 64 40 56 28 41 63 60 44 58 47 46 52 61 53 62 45 54 4.338 4.125 4.083 4.038 4.021 3.997 3.923 3.808 3.746 3.712 3.667 3.641 3.590 3.581 3.569 3.540 3.501 3.297 3.294 3.071 3.033 3.032 3.007 3.005 2.955 2 . 938 2.894 2.888 2.878 2.876 2.856 2.786 2.764 2 .593 2.552 2.527 2.524 2.504 .016 .011 .041 .047 .014 .039 .032 .050 .050 .039 . 016 .050 .027 . 041 . 021 .021 .032 .032 . 046 .032 .026 . 04 9 .047 .050 .026 . 021 .018 . 047 .024 .039 .041 . 047 .032 .034 . 041 .014 . 014 .036 4 5 5 5 5 5 4 15 4 5 4 12 8 5 7 5 12 10 4 12 12 16 5 10 9 6 11 10 6 16 9 6 11 20 12 15 7 8 23 65 24 21 31 25 19 26 27 42 18 32 19 39 20 22 57 28 40 30 55 43 59 41 56 46 58 63 52 53 38 64 61 60 44 45 54 62 3.594 3.503 3.419 3.398 3.369 3.303 3 . 301 3.271 3.199 3.177 3.175 3.165 3.144 3.144 3.074 3.003 2.959 2.930 2 . 923 2.888 2.825 2.739 2.680 2.629 2.614 2.546 2.546 2.428 2.413 2 .408 2.388 2.387 2.329 2 . 30 0 2.191 2.101 2.099 1.966 .044 .031 .041 .041 .049 .042 .032 .044 .039 .023 . 046 . 049 .009 .016 .044 .029 .047 .041 .044 .027 .013 .011 . 050 .050 .042 .026 . 009 .049 . 037 . 044 . 032 .042 .04 7 . 041 . 036 . 049 . 026 . 019 5 16 7 7 6 8 10 6 10 7 6 14 5 9 10 11 8 8 8 9 11 17 16 12 12 8 12 19 16 14 20 23 22 21 15 14 10 31 117 Ite 03 04 05 06 07 08 09 10 11 12 Nee Ite 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 38 39 40 41 42 43 44 45 46 52 53 54 55 S tu d en ts H aving Needs D ep riv ed o r poor c h i l d r e n P h y s i c a l l y and m e n t a l l y h a n d ic a p p e d M in o rity group c h il d r e n P o te n tia l dropou ts V o catio n ally o rie n te d stu d en ts M igrant c h il d r e n N e g l e c t e d and d e l i n q u e n t c h i l d r e n G i f t e d and t a l e n t e d c h i l d r e n A dults E m o tio n a lly han dicapp ed Program Needs C lassroom c o u rs e s a n d /o r c o n te n t O u t - o f - c l a s s a c t i v i t i e s and e x p e r i e n c e s D evelopm ent of a s t u d e n t ' s p o s i t i v e s e l f - c o n c e p t Im provem ent of s t u d e n t ' s m o tiv a tio n S k i l l d e v e lo p m e n t i n p r o b l e m - s o l v i n g & d e c i s i o n m aking S k i l l developm ent in r e a d in g S k i l l dev elo pm en t in co m m unication S tudy h a b it s M e n ta l and p h y s i c a l h e a l t h o f s t u d e n t s D i a g n o s t i c and t r e a t m e n t s e r v i c e s f o r t h e p h y s i c a l l y , e m o t i o n a l l y , and m e n t a l l y h a n d ic a p p e d S tu d e n t r e l a t i o n s h i p s w ith th e sc h o o l and the com m unity V o c a tio n a l e d u c a ti o n program s Equal e d u c a tio n a l o p p o rtu n itie s In d iv id u a liz ed in s tru c tio n C u r r ic u la r o f f e r in g fo r p o t e n t i a l dro p o u ts D ata p r o c e s s in g a n d /o r com puter a s s i s t e d i n s t r u c t i o n R e le a s e d tim e f o r p l a n n i n g and f o r i n d i v i d u a l c o n s u l ­ ta tio n w ith stu d e n ts Human r e l a t i o n s a n d c o m m u n i c a t i o n w i t h s t u d e n t s , s t a f f , and com m unity T each in g -learn in g process L earn in g e n v iro n m en t: f a c i l i t i e s , e q u ip m e n t, and m ateria ls In se rv ic e ed u catio n fo r te a c h e rs D i s p o s i t i o n t o w a r d c h a n g e and i n n o v a t i o n D evelopm ent of a t e a c h e r ' s p o s i t i v e s e l f - c o n c e p t A t titu d e tow ard p u p ils S t a f f h o l d i n g power S ta ff recru itm en t S t a f f r e l a t i o n s and c o m m u n ic a tio n I n c r e a s e d p r o f e s s i o n a l , p a r a p r o f e s s i o n a l and o t h e r staff 118 Need Item 56 57 58 59 60 61 62 63 64 65 i Program Needs Community a g e n c i e s Community r e l a t i o n s an d c o m m u n i c a t i o n s P re-k in d erg arten S tudent e v a lu a tio n C urriculum c o n s u lta n ts In se rv ic e ed u catio n fo r a d m in istra to rs K now ledge and e x p e r i e n c e i n t h e t e a c h i n g - l e a r n i n g process L e a d e r s h i p i n c u r r i c u l u m im provem ent E f f e c t i v e use of tim e f o r th e e s s e n t i a l e le m e n ts of ad m in istratio n S t a t e and f e d e r a l p ro g ra m s f o r s u p p l e m e n t a r y e d u c a ­ tio n a l serv ices T able I. 10. C a te g o riz a tio n of th e w r i t te n resp o n ses needs study q u e s tio n n a ire * from th e STUDENTS HAVING NEEDS: - S p e c ia l e d u c a tio n , in c lu d in g such a r e a s as p e r c e p t u a l l y h a n d ic a p p e d , slow l e a r n e r s , and e m o t i o n a l ly d i s t u r b e d - S o c i a l l y and c u l t u r a l l y d e p r i v e d - E co n o m ically d e p riv e d - C h i l d r e n o f p o o r h e a l t h and n u t r i t i o n - A verage c h i l d - F o re ig n born c h ild re n - S t u d e n t s n e e d i n g s e l f - e s t e e m o r image e n h a n c e m e n t II. PROGRAM NEEDS: Program N eeds f o r th e L e a rn e r - E l e m e n t a r y and s e c o n d a r y v o c a t i o n a l e d u c a t i o n p r o g r a m s , i n c l u d i n g m ore v o c a t i o n a l t r a i n i n g e q u i p m e n t , w o r k l e a r n p r o g r a m s , and o n - t h e - j o b t r a i n i n g - Work e x p e r i e n c e f o r t h e g i f t e d a n d t a l e n t e d - More a n d b e t t e r p h y s i c a l e d u c a t i o n p r o g r a m s K - 1 2 - F in e a r t s , i n c l u d i n g a r t and m usic - E conom ics e d u c a t i o n - C itiz e n s h ip ed u catio n - F a c i l i t i e s — m ore c l a s s r o o m s p a c e - R e m e d ia l r e a d i n g c o u r s e s f o r b o t h j u n i o r and s e n i o r h i g h s c h o o l s , a s w e l l a s t h e n e e d f o r m o re r e m e d i a l readin g te a c h e rs - C o n t in u i n g e d u c a t i o n and a d u l t e d u c a t i o n - Reduced c l a s s s i z e - C o u n selin g : v o c a t i o n a l and c o l l e g e as w e ll a s th e n e e d f o r m o re c o u n s e l o r s f o r t h e e l e m e n t a r y g r a d e s Program Needs f o r the T eacher - B e tte r p a re n t-te a c h e r r e la tio n s h ip s , in clu d in g c o n fe r­ e n c e s and p a r e n t in v o lv e m e n t i n t h e s c h o o l - B e t t e r r e l a t i o n s h i p s w i t h t h e com m unity and t h e B o a rd of E d u catio n - T e a c h e r - s t u d e n t r e l a t i o n s h i p s , i n c l u d i n g an im p r o v e d u n d e rstan d in g of s tu d e n ts - R e l a t i o n s h i p w i t h and p r o v i s i o n f o r N e g ro e s and o t h e r m in o rity groups - R e lie v e work lo a d : pro v id e te a c h e r a id e s, give o f f ic e h e l p , r e d u c e t h e number o f c l a s s p r e p a r a t i o n s , and reduce c la s s s iz e - C oncern t h a t te a c h e r c o n t r a c t s r e a l l y h e lp s t u d e n ts T able 10— C on tin u ed Program N eeds f o r th e A d m in istra to r - E x p e rim e n ta tio n in sc h o o l program s, in c lu d in g funds and e v a l u a t i o n h e lp - B e t t e r e v a l u a t i o n and s u p e r v i s i o n o f t e a c h i n g p e r s o n ­ nel - P ro fe ssio n a l n e g o tia tio n w ith te a c h e rs : fa c ilita tin g su c h , u n d e r s t a n d i n g r o l e s , and im p le m e n tin g o f a g r e e ­ ment - C om m unication w i t h o t h e r a d m i n i s t r a t o r s and s c h o o l s - School p la n t f a c i l i t i e s - H e lp in g t e a c h e r s im prove c u r r i c u l u m : in se rv ic e edu­ c a tio n , u sin g t h e i r id e a s , need fo r a d m in is tr a to r s in th e c u rric u lu m -in s tru c tio n a l areas - B e t t e r c o m m u n ic a tio n w i t h p a r e n t s , com m unity, and sch o o l board *These c a t e g o r i e s w ere s e l e c t e d fro m t h e w r i t t e n comments t h a t d i f f e r e d f r o m t h e o r i g i n a l q u e s t i o n n a i r e ite m s,and t h a t w ere m e n tio n e d by a t l e a s t th re e resp o n d en ts. D u r i n g P h a s e s Two a n d T hree of th e Study (d isc u sse d i n C h a p te r V), t h e s e a d d i t i o n a l n e e d s w i l l be f o c u s e d upon by b o th s t a t e and a r e a p e r s o n n e l . A lth o u g h a number of t h e s e needs do o v e rla p th e o r i g i n a l n e e d s on t h e T i t l e I I I Q u e s t i o n n a ire , many a r e d i f f e r e n t a n d m u s t b e c o n s i d e r e d w h e n d e v e l o p ing s t r a t e g i e s t o a l l e v i a t e th e e d u c a t i o n a l n eeds of M ich ig an 121 Th e f i r s t present T itle sectio n of t h is ch ap ter has a d e ta ile d yet su ccin ct d e sc rip tio n I I I Needs S tu d y . It is e v id e n t th a t f o r e s i g h t m ust be e x t e n d e d needs is ever, t o make t h e T i t l e use assessm ent s tu d ie s , asp ects lig h t resu lts. S t u d y a m o re e f f e c t i v e in fu tu re lo ca l, an a n a l y s i s reg io n a l, of b o th th e is d ev o ted to of the much p l a n n i n g and r e l i a b l e s h o u ld be p r o v i d e d . fo llo w in g s e c tio n Study in III o f t h e ESEA and an a s s e s s m e n t o f e d u c a t i o n a l to provide b oth v a lid c i e n t model f o r p o sitiv e if attem p ted to q u estio n s p resen ted and e f f i ­ and s t a t e - w i d e n eg ativ e For th is an a n a l y s i s How­ and reason, of th e the T itle III in C h ap ter I I I . A n aly sis I . PURPOSE A. What s h o u l d b e t h e study? Any c r i t i c i s m , purpose fav o rab le of a need a sse ssm e n t or u n fav o rab le, s tu d y o f e d u c a t i o n a l n e ed s m ust t a k e p o ses f o r w hich set, have g o a ls e n tire i n to acco u n t the i t was u n d e r t a k e n and t h e in g on w h ic h i t w as b a s e d . A need stu d y and o b j e c t i v e s d esig n of th e study sta te d of a survey pur­ background of t h in k ­ should, at its o u t­ i n s u c h a way t h a t t h e i s d i r e c t e d to w a rd them . A study of e d u c a tio n a l needs should e s s e n t i a l l y re la te t h a t w hich i s d e s ir e d to the p r e s e n t c o n d i t i o n w hich e x i s t s . The d i s c r e p ­ ancy b etw een t h e group of su b jectiv e in d iv id u als d esire o f some i n d i v i d u a l and w hat p r e s e n t l y e x i s t s or w o u ld t h e n be 122 c la ssifie d as a need. A g o a l such as t h a t g e n e r a l e d u c a t i o n a l needs m ight have t h e of id en tify in g fo llo w in g s p e c if ic o b jec tiv e s: 1. To p r o v i d e v arious a tw o-w ay c o m m u n ic a tio n l i n k b e tw e e n sch o o ls and a r e a s e d u c a t i o n a l program s exchange 2. of 3. and p r a c t i c e s to im prove th ro u g h the id eas. To i m p r o v e s c h o o l processes of a s t a t e for To e n c o u r a g e and com m unity u n d e r s t a n d i n g o f t h e in tro d u cin g new p r o g r a m s . s e lf-e v a lu a tio n procedures of c u rre n t p ro g ram s and p r a c t i c e s . 4. To i m p r o v e stan d ard s fo r d e te rm in in g th e m erits of new p r o g r a m s a n d p r a c t i c e s . F o llow ing a sta te m e n t of s p e c i f i c n e x t s t e p m ig h t be t o d e f i n e need study in term s answ ered. Such q u e s tio n s 1. of s p e c ific W o u ld s i g n i f i c a n t id en tified 3. if W h at p r o p o r t i o n id en tified Has t h e or o b jectiv es q u estio n s m ight of a p roposed th at s h o u l d be c o n s e q u e n c e s be e x p e r i e n c e d if an What w o u ld be t h e i t w ere s a t i s f i e d ? of the c lien t p o p u la tio n sh a re s th e need? need been i d e n t i f i e d i s th e problem r e l a t e d com m unity? th e in clu d e: n e e d was i g n o r e d ? consequences 2. the o b jec tiv e s, to in o th e r co m m unities, a sp ecific school or 4. Is the ab le n e e d one w h ic h c a n be s a t i s f i e d w i t h i n tim e and f i n a n c i a l 5. Are r e s o u r c e s 6. What a l t e r n a t i v e av ail­ lim its? a v ailab le for sa tisfy in g m ethods a r e th ere to th e need? sa tisfy the need? 7. Does t h e proposed s tr a te g y attain a b le p rom ise sig n ific a n t outcom es w h ic h w i l l b e n e f i t th e and targ et p o p u l a t i o n t o be s e r v e d ? An a t t e m p t t o o b jectiv es to p ic al, id en tify co u ld e a s i l y need a re a s th at resu lt in a l i s t real or need assessm en t s tu d ie s fra g m e n ta tio n of need item s, as t o be u n m a n a g e a b le . and of u n re la te d , c o n s e n s u s m ight r e v e a l b u t w h ic h m ig h t n o t be t h e exam ple, needs w ith o u t g o als as broad, im portant im p o rtan t needs. For sh o u ld av o id e x c e s s iv e and, lik ew ise, Need ite m s such as n o t be s o g r o s s " R e a d i n g , 11 "C om m unication," " T e a c h in g -L e a rn in g P r o c e s s , " " F a c i l i t i e s , " " A t t i t u d e , " and " L e a d e r s h i p , " h in g e on b e i n g p erv asiv e an a p p ro a c h t o a s t o make v e r y d i f f i c u l t th e problem . T h is made w i t h r e g a r d is to p a rticu la rly tim e d id n o t b e g in w ith any s p e c i f i c needs of ele m e n tary , F ollow ing th e id en tify ju n io r id en tific atio n w ere t o be d e v e l o p e d if and so lv in g c o n stra in ts are and money. A w eakness of th e T i t l e a g e n e r a l g o a l was t o tru e so g ro ss III N eeds S tu d y was t h a t g o als th e h igh, or o b je c tiv e s . p rio rity and s e n i o r of p r i o r it y it R ath er, ed u catio n al high needs, sch o o ls. stra te g ie s and o p e r a t i o n a l i z e d by T i t l e III funds. Because of the g u id elin es, lack of s p e c ific g o a ls, o b jectiv es, t h e S t u d y T eam s p e n t much t i m e in v e stig a tin g v ario u s V ario u s purpose, of o b je c tiv e stan d ard ized sta tistic s, crim e test p a tte rn s scores, dropout d a te s, and l e v e l s d e a lin g w ith depend­ u sefu l. d a t a w h ic h m ig h t be u t i l i z e d in ­ unem ploym ent of c o n tin u in g e d u catio n , p h y sical so cio-econom ic d a ta , sta tistic s F o r exam ple, h a rd f a c t u a l d a ta m ight be and d e lin q u e n c y r e p o r t s , sta tistic s, the a p p r o a c h e s c a n be c o n s i d e r e d when p l a n n i n g i n g on a s t u d y ' s clude sa tisfy g o al. an e d u c a t i o n a l n e ed a s s e s s m e n t s t u d y . Some s o u r c e s and e f f o r t re s e a r c h m eth o d o lo g ies t o above m e n tio n e d g e n e r a l and and m e n ta l h e a l t h and c u r r e n t e d u c a t i o n a l such a s p e c ts as program s, fa c ilitie s, and e x p e n d i t u r e s . A nother ap proach to a s tu d y 's purpose m ight be t o i n v o l v e b o t h s c h o o l p e r s o n n e l and com m unity p e r s o n s d ecid in g th e tain ly the e d u c a tio n a l needs success d e p en d e n t upon th e o b tain th is ex ten sio n its th is of any e d u c a t i o n a l sy ste m i s support su p p o rt, it of so c ie ty , g o als, as th e y p e rc e iv e program s, C er­ g re a tly is e s s e n tia l activ e ly th at in v o lv e and p ro b lem s. the the school, general in as an p u b lic Mor e w i l l b e s a i d a later To in about sec­ ch ap ter. R eg ard less most s u i t e d them . and com m itm ent o f t h e p u b l i c . c o m m u n ic a tio n and in v o lv e m e n t p r o c e s s tio n of th is in of th e t o m eetin g s h o u ld be t h a t t h e m eth o d o lo g ical a s tu d y 's process purpose, approach t h a t is a m ajor c o n c e rn of id e n tif y in g e d u c a tio n a l needs be c y c l i c a l tio n th at and o n g o in g . a n eed w hich may n o t b e id en tified hence. needs If are made t o d i s c o v e r , tim e, B. is as id en tified a cru cial as c r i t i c a l n e e d two o r found t o p e r s i s t , im plem ent, m eet and e l i m i n a t e money, One s h o u l d p r o c e e d w i t h t h e them . and d i s s e m i n a t e In essence, years s h o u l d be new w a y s t o ways t o and p e r s o n n e l s h o u ld be u t i l i z e d use "old" i n " n ew " w a y s . Should a need s tu d y r e v e a l or i d e n t i f y th e needs t h a t le a r n e r s , te a c h e rs , a n d /o r a d m in is tra to rs have a l r e a d y e x p e r ie n c e d and i d e n t i f i e d , o r sh o u ld i t d e a l i n te r m s o f p r o b le m s t h a t t h e y w i l l be f a c ­ ing in th e f u t u r e ? Id ea lly i t w ould a p p e a r t h a t w ould be m ost b e n e f i c i a l lem s t h a t if is im p o rta n t t o note I I I Needs S tudy o r i g i n a t e d of a la c k of g u id e lin e s a need a s s e s s m e n t s tu d y i t -eeuid i d e n tif y s c h o o ls w i l l be f a c i n g It in th e th at form th e n u cleu s planned the th e need f o r th e T i t l e from t h e F e d e r a l l e v e l . accom panying t h i s ing th e o f t h e S t u d y Team. o v e r a ll d e sig n of th e assum ed t h e ro le m andate, m ight have r e s u l t e d Because th e o u tsid e h elp to The S t u d y Team, S tudy. of g atek eep er dev elo p in g d e sig n , v ario u s prob­ fu tu re. M ichigan D epartm ent of E d u c a tio n c o n t r a c t e d staff one y e a r , th ree effo rts assum p­ th en , A lthough T i t l e III in accep tin g or r e j e c t ­ a g r e a t e r com m itm ent t o t h e S tu d y i n g r e a t e r e x p e d ie n c y and e x p e d i t i o u s ­ ness. B ecause th e purpose, eral and b e c a u s e d e sig n of a study the T itle agreem ent of p u rp o se , III a lack is g en erated from i t s Study d id n o t have a g e n ­ of consensus reg ard in g d e s i g n was p r e s e n t . th e T i t l e III P e r h a p s t h i s was t h e Study as a l l from th e r e l a t i o n s h i p II. o th er fa c e ts of a s t u d y 's Who s h o u l d b e Id ea lly in clu d ed in of a study ev o lv e d esig n to i t s T his i s b a s e d on t h e t o be purpose. because T itle sta te in th e u sin g the provided of th e v a ria b le s and g rad e school. a o p p o rtu n ity to However, and f i n a n c i a l c o s t , of geog rap h ical lev el. the (or h i s re p re se n ta tiv e ), a s s i s t a n t ) , a teach er (an o f f i c e r from th e m ajor t e a c h e r of the lo catio n , Each s c h o o l in th e T h is group c o n s is te d rep re se n ta tiv e per sam­ d ire c tly a sso ciated of the su p erin ten d en t th e b u ild in g p r in c ip a l school (a b u i l d i n g o rg an izatio n ), and a la y p aren t-sch o o l o rg a n iz a tio n ). sam p le was n o t r e p r e s e n t a t i v e of th e o v e ra ll p o p u latio n , a n d may h a v e b e e n a m a j o r w e a k n e s s i n t h e S t u d y . One r e a s o n f o r th o se sh o u ld have th e as tim e of th e how ever, of in a sam ple. d ecisio n -m ak in g p ro c e ss. re p re se n ta tiv e T his inclu d ed a group of fo u r re s p o n d e n ts school (or h i s factio n s S t u d y made a d e c i s i o n t o s a m p l e s c h o o l s t h r o u g h o u t p u p il ex p en d itu re, w ith th a t of a ll a s s u m p t i o n t h a t e a c h hum an b e i n g who i s of such f a c to r s III s a m p l e t o be s u r v e y e d ? sh o u ld be a f f e c t e d by a d e c i s i o n become i n v o l v e d in the a random s e l e c t i o n school-com m unity p o p u la tio n p le flaw SAMPLE A. the g reatest th is is p e r s o n s who a r e th a t the sam pled r e s p o n d e n ts w ere most d i r e c t l y and im p le m e n tin g a s c h o o l ' s current th e y m ight h av e had d i f f i c u l t y in v o lv ed w ith p lan n in g program . T herefore, rem oving th e m se lv e s fro m a ro le of o f d e fe n d in g c u r r e n t program s id en tify in g ex am p le, a s c h o o l's a re s p o n d e n t's in flu en ce thus h is his a ttitu d e real own d e s i r e s , T itle III u tiliz e d needs id en tified S tudy T h is was t r u e personnel need item s p rio rity . a list the and u n i v e r s i t y id en tifie d the sta ff. a n d T ho m a s, D e p a rtm e n t of E d u c a ­ U sing t h i s list by m id d le - c la s s re s p o n d e n ts , Perhaps t h i s persons to of T itle ra n k th e need item s sta te th e preparer of th e in te re sts. of fa c to r s . in and lik e w is e , the resp o n d en ts. It an o th er of the g r o u p m i g h t d e em stru c tu re d ata g a th ered r e f l e c t s appears t h a t p e rc ep tio n s of one i s an o th er of the more if b e tw e e n them w i t h r e g a r d t o e x p e r i e n c e s These p e rc e p tio n s as W h at o n e s e g m e n t o f A n e e d s t u d y shows t h e v a l u e to agree w ith th e sim ila rity fo u rte e n areas as a w hole. m ight c o n s i d e r e s s e n t i a l , irre le v a n t. III u n r e p r e s e n t a t i v e w e i g h te d sam ple some e x p l a n a t i o n f o r R e a d i n g b e i n g i d e n t i f i e d as is F o r exam ple, s t u d i e s b y MOREL, AS SIST, i t e m s s u g g e s t e d by S t a t e and f o r t h e in clin ed and of p re d e te rm in e d e d u c a tio n a l number one p r o g r a m n e e d i n a l l v alu es are c r i t i c a l , sam ple w h ic h s h o u ld have of s o c ia l c la s s . t h e n sam pled m i d d l e - c l a s s so ciety an d n e e d s may by p r e d o m i n a n t l y m i d d l e - c l a s s r e s p o n d e n t s . for alo n g w ith need sta te For r e s p o n s e s w i l l be a f f e c t e d . is th a t th e v alu es, tow ard what needs been co n sid ered p ro v id es t o the r o le and im m e d ia te n e e d s . A nother d im e n sio n of th e tio n and p r a c t i c e s th ere and a r e d e p e n d e n t upon a v a r i e t y Combs a n d S n y g g h a v e stated : O nce e s t a b l i s h e d , g o a l s a n d v a l u e s h a v e i n t i m a t e e f f e c t s upon p e r c e i v i n g . In d eed , the p e c u l i a r p a t t e r n s im p o s e d upon p e r c e p t i o n by g o a l s and v a l u e s p r o d u c e s much o f t h e u n i q u e n e s s o f b e h a v ­ i o r we h a v e come t o d e s c r i b e a s t h e i n d i v i d u a l ' s p e rso n ality . The g o a l s , v a l u e s , and t e c h n i q u e s we h a v e d i f f e r e n t i a t e d a s l e a d i n g t o n e e d s a t i s ­ f a c t i o n se rv e us, t h e r e a f t e r , as r e f e r e n c e p o in ts t o th e achievem ent of adequacy. Once c l e a r l y d i f f e r e n t i a t e d th u s , th e y m arkedly a f f e c t b e h a v i o r .3 It is id en tify in g in the ev id en t the th at needs if in a b alanced p ro p o rtio n . needs. Because p ercep tu al c ally "felt" v e rified as the "real" ceived a t a p articu lar in w hether th e a targ et great e ffo rt a to ta l tim e asked is w hether 3 io r and are a ffectin g p o p u latio n c a n n o t be sc ie n tifi­ are per­ en v iro n m en t. av aila b le? asked i n d ra w in g a sam ple The T i t l e p o p u latio n . a sam ple "real" a r e s p o n d e n t's in a p a r t i c u l a r sam pled s c h o o l s area. include The d a t a p r o v i d e d s h o u l d , in random ly s e l e c t i n g sta te -sc h o o l must n e e d s t u d i e s w i l l be as e x p re s s e d needs as th e y One q u e s t i o n t o b e sch o o ls a ll facto rs needs. What a l t e r n a t i v e s is segm ents o f th e needs i d e n t i f i e d be t r e a t e d stu d y , it needs or e x p re ssed needs v e rsu s th erefo re, B. a ll A lso, of v ario u s field , is concerned w ith of a school-com m unity, sam ple o f r e s p o n d e n t s d ealin g w ith a study for are r e p r e s e n t a t i v e III any of S tudy expended a sam ple of sch o o ls from A s e c o n d q u e s t i o n t o be of resp o n d en ts are rep resen tativ e A r t h u r W. Combs a n d D o n a l d S n y g g , I n d i v i d u a l B e h a v ­ (New Y o r k : H a rp e r and B r o t h e r s , 1 9 5 9 ), p. 108. persons. th is As i n d i c a t e d p rev io u sly , th ere c r i t e r i o n was m et i n t h e T i t l e low ing p a ra g r a p h s , T itle III p resen ted . fu tu re E d u catio n . ju n io r high, F o r exam ple, was how ever, th e i t was i n c l u d e d as s e n i o r h igh sc h o o ls. th e (6) in clu ded were grades liste d use th e down f o r sam p le. up t o e i g h t rea ch in g grade su g g estio n s is cru cial in a th at th is a s c h o o l were l i s t e d in 1 9 6 7 - 1 9 6 8 a s a K-12 s c h o o l , as 7-12 as a s e n i o r high s c h o o l. and 9-12 w ere also in clu d ed The d e c i s i o n w a s made i n t h e T i t l e to p grade of the sc h o o l as the b r e a k ­ Schools w i t h g rad e as elem en tary sch o o ls; (8) w e r e j u n i o r tw elv e in d icate overlapped each o th e r If in th e sam ple sch o o ls S tudy t o to the breakdow n of e le m e n ta r y , not accu rate. L ikew ise, III fo l­ c o n d u c te d by th e M ic h ig a n D ep artm en t o f th e M ich ig an E d u c a tio n D ir e c to r y th en d ata and s e n i o r h ig h l e v e l s and t h e r e f o r e In the stu d ies. Study p ro c e d u re s , was a w e a k n e s s . S tudy. H o p efu lly th e s e A ccuracy of sch o o l d i s t r i c t s tu d y su ch as t h a t some d o u b t t h a t some s u g g e s t e d c h a n g e s r e l a t e d S tudy are m ight b e n e f i t III is (1 2) w e r e lev els th o se up t o six lis te d w ith high sc h o o ls; and t h o s e liste d as s e n io r high of the school se lec te d sch o o ls. A breakdow n by th e the size sam ple w ould have p r o v id e d siz e w ith e x p en d itu re because it lev e l. in te restin g T h is v a ria b le w ould have do u b led t h e A lack th ro u g h o u t th e of s tu d e n t S tudy. size d a ta c o r r e la tin g was n o t i n c l u d e d of th e sam ple. in v o lv e m e n t was i n e v id e n c e A lthough t h i s w r i t e r in fe e ls th at stu d en ts s h o u ld have b e e n in c lu d e d as p a r t i c i p a n t s id en tify in g th eir own n e e d s , a number o f circu m stan ces p rev en ted t h i s . p rev e n tin g u n c o n tro lla b le Two o f t h e s tu d e n t p a r t i c i p a t i o n w ere: conducted d u rin g th e w ere n o t a v a i l a b l e , g r e a t e s t draw backs (1) the S tu d y was summer v a c a t i o n p e r i o d w h e n s t u d e n t s and (2) a m a jo rity of the sam pled w ere e le m e n t a r y s c h o o l s to o d i f f i c u l t in fo r elem en tary and t h e stu d e n ts schools q u e s t i o n n a i r e was t o com plete. A l t h o u g h a b r e a k d o w n w a s made o f b o t h p u b l i c n o n -p u b lic v aria b le sch o o ls in the d ata down i n d i c a t i n g p rio ritie s the study the purpose is of t h i s an d /o r s i m i l a r i t i e s as a break­ of need in te restin g a sam ple n e c e s s a r y ? th e sam ple of r e s p o n d e n t s an o u tg ro w th o f th e of th e T i t l e su p erin ten d en ts, III p rin cip als, o b jec tiv e . p rio rity s tu d y 's S tu d y was t o as p e r c e i v e d by t h e s a m p le met t h e th e in clu d ed two w o u ld have p r o v i d e d p rev io u sly , e d u c a tio n a l needs id en tify was n o t An a n a l y s i s d ifferen ces I s b alan ce w ith in p articu lar it d ata. As s t a t e d its sam ple, an aly sis. betw een th e and i n f o r m a t i v e C. in the and purpose. id en tify a fo rem en tio n ed s e le c te d teach ers, However, e d u c a tio n a l needs and l a y p e r s o n s , of a s c h o o l—w ith o u t p ersons s c h o o l- c o m m u n ity s h o u l d have had an e q u a l t o be s e l e c t e d th en i f t h e p u r p o s e was t o of s e le c te d o p p o rtu n ity If p rio rity q u a lific a tio n s in the of a respondent p e rc e p tio n s— th en a l l in th e sam ple. The T i t l e number o f w a y s. III Study F irst used a r e s t r i c t e d of a l l , com m unity w e re n o t in clu d ed s a m p le was d r a w n . S eco n d ly , d en ts (su p erin ten d en t, a ll in the c itize n s o f the in a sch o o l- p o p u la tio n from w hich the w ith in th e p rin cip al, sam ple sam pled f o u r r e s p o n ­ teach er, lay person), im b a la n c e was a l s o p r e s e n t . T h e re was an o v e r l o a d to w a r d ad m in istrato rs, w ith th e f o r exam ple, p r i n c i p a l com bining a g a i n s t T h ere was a l s o the A restric te d , fav o rin g school personnel u n rep resen tativ e resp o nd en ts id en tify in g p rio rity to fin d in g s t h a t m i g h t be m i s l e a d i n g . be t r e a t e d w it h c a u t i o n and l a y p e rs o n and t e a c h e r . a heavy im balance over lay p erso n s. su p e rin te n d en t and o n l y e d u catio n al sam ple of needs can lead D ata s h o u ld t h e r e f o r e in lig h t of a s t u d y 's purpose. Not o n ly m ig h t a random r e p r e s e n t a t i v e re s p o n d e n ts have been tativ e in clu d ed in th e mix o f s c h o o l s w i t h i n e a c h a r e a w hole m ig h t have stren g th en ed s e c t i o n sam p lin g of th e it. Study, sam ple o f but and t h e F o r exam ple, a represen­ sta te as a a cross- fo llo w in g c h a r a c t e r i s t i c s m ig h t have been u til i z e d : 1. Large v e rs u s sm all 2. R ural v ersu s urban 3. W ealthy v e r s u s poor 4. G row ing v e r s u s stab le 5. Homogeneous v e r s u s p o pulations h etero g en eo u s stu d en t popu latio n s. III. INSTRUMENTATION A. W hat t y p e o f i n s t r u m e n t w ou ld p r o v i d e t h e m ost u s e fu l d a ta r e l a ti v e to a s tu d y 's purpose? For e x a m p le , s h o u l d one u s e t h e p e r s o n a l i n t e r v i e w or the m a il q u e s tio n n a ire tech n iq u e? When t h e using D epartm ent of E d u catio n d ecid ed a g a in s t a s m a l l g r o u p d i s c u s s i o n m ethod o f tio n a l needs in terv ie w in M ich ig an , or the The q u e s t i o n n a i r e as th e in l i g h t study. a g a in st th e over th e d escrib es is tim e purpose reached. bo th advantages a s p e r c e i v e d by t h i s of t h i s approach. th e sis. a p articu lar personal h a d t o be made, and f i n a l l y accep ted T h is t e c h n i q u e was s e l e c t e d lim ita tio n s t o com plete the b o t h m eth o d s s h o u l d be w e ig h e d c a r e f u l l y s tu d y 's o th er tech n iq u e t e c h n i q u e was f a v o r e d of r e s t r i c te d However, a d e c i s i o n t o use th e m ail q u e s tio n n a ire m eth o d o lo g ical id e n tify in g educa­ s tu d y 's a d ecisio n t o u s e one The f o l l o w i n g s h o r t and d i s a d v a n t a g e s w riter A gain, before d u rin g the o f e a c h m ethod research e a c h m ust be c o n s i d e r e d g o als Less e x p en siv e 2 D iffic u lty of respondent in te r p r e tin g state m e n ts, d ir e c tio n s , item s, e tc . and w r i t i n g in lig h t of and o b j e c t i v e s . I n t e r v i e w M ethod Q u e s t i o n n a i r e M ethod 1 list fin an c ia lly , 1 . More e x p e n s i v e fin an c ia lly , 2 D i f f i c u l ty of in te rv ie w e r i n i n t e r p r e t i n g t h e com­ m ents of t h e r e s p o n d e n t . 3. L e s s i n t e n s i v e - c l a r i f i c a t i o n and e n h a n c e m e n t o f a n sw e rs is lac k in g . I n a b ility to check re s p o n se s. 3 M ore i n t e n s i v e - c l a r i f i c a ­ t i o n and e n h a n c e m e n t i s a v a i l a b l e (tw o-w ay flo w o f co m m u n icatio n ). A b ility to check re sp o n se s. 4. Lack of r e s p o n s e s - d i f f i c u l t t o g e t high r e s p o n s e . 4, U su ally h igh response in Q u e s t i o n n a i r e M etho d 5. I n t e r v i e w M etho d Less tim e needed in g a t h e r in g d a t a and u s u a l l y l e s s tim e need ed f o r th e s tu d y as a w h o le . 5 . M ore t i m e n e e d e d i n g a t h e r ­ i n g d a t a a n d u s u a l l y more tim e needed f o r th e stu d y as a w h o le . 6 . More e x p e d i t i o u s a n d m a n ag eab le t o in c re a s e th e s i z e of th e sam ple. A com plete T itle III e a rlie r 6. d escrip tio n in t h is hope t h a t ch ap ter. d ire c tly fu tu re reach a g rea ter to th e T itle stu d ies degree A m ajo rity q u estio n s q u estio n n aire found a sim ila r However, respondent to : d irec tio n s of th e q u estio n n aire. a sk ed by r e s p o n d e n t s w ere is item s according T h i s dilem m a was c a u s e d by c o n f l i c t ­ in th e d ire c tio n s. On p a g e o n e o f t h e a sta te m en t read : s c h o o l and th e on p age t h r e e , "P lease com m unity r e l a t e d it in stru m en t w ill item a cco rd in g to your p e rc e p tio n im portance* in your in the o c c a s io n a lly th ro u g h o u t the ( s e e A p p e n d i x E) respond to each n e e d * as the im p o rtan ce. ing s t a te m e n t s and t h e q u estio n n aire t o w hether th ey sh o u ld resp o n d t o th e t o need or com m ents of s o p h is tic a tio n . to th e has been p re se n te d III u tilizin g S tu d y was r e l a t e d of the developm ent of th e T he f o l l o w i n g c r i t i c a l A pro b lem w hich a ro s e sc h o o l." of th e Needs S tu d y q u e s t i o n n a i r e are r e l a t e d rela te d U su ally le s s e x p e d itio u s and m a n a g e a b le t o i n c r e a s e th e s i z e of th e sam ple. rate *T he u n d e r s c o r i n g em p h asis. is of its com m unity s e r v e d b y y o u r d i r e c t i o n s w ere g iv e n t o each need fo r your school, to your sch o o l, p e r c e i v e d by y o u ." "P lease These on t h e degree statem en ts p ro v id ed by t h i s w r ite r of no d o u b t for c a u s e d some r e s p o n d e n t s t o tio n o f an i t e m ' s ing t o t h e i r answer a c c o rd in g t o t h e i r im portance w hile p ercep tio n o th e rs responded a c c o rd ­ of an i t e m 's need. O ther r e s p o n ­ d e n ts m ight have v a c i l l a t e d fro m one a p p ro a c h t o t h e A h ig h r a te responses fo r th is rev eals of "no o p in io n " th is am biguity (see T ab le T his high r a t e of the d a ta an aly sis. such as t h a t u sed in th e T i t l e ch o ice r a t h e r sponse th a n the ly zed . is The " n o o p i n i o n " cates th at T itle III (receiv es it However, III e d u ca tio n al a r e a s was n e c e s s a r y were t o a c c ep t the n a tin g the need item s. of a fo rce d a "no o p i n io n " c an n o t be a n a ­ in T able 9 in d i­ reduces the v a l i d i t y answ ered of the p resen ted th e and th e d ata. respondent purpose A good k n o w le d g e o f p a r ­ needs r e l a t e d to th ese i n m aking a m e a n in g f u l r e s p o n s e . above c o n c e p t o f a f o r c e d c h o ic e in fu tu re re­ The " n o o p i n i o n " any ite m w hich i s n o t t o them . areas "no o p in io n " s h o u l d b e made of 1-7 ), and p ro b le m s w ith t h e b a s i c of a ssig n in g p r i o r i t i e s scale a s e r io u s problem f o r th e q u estio n n aire w ith e d u c a tio n a l needs tic u lar a situ atio n percent rev ealed a "no o p in io n ") The T i t l e (scale and t h e r e f o r e did not p re s e n t S tudy. Study q u e stio n n a ire ). u n in te rp retab le affected when u s i n g a r a t i n g o p tio n to s e le c t ( n u m b e r 7 on t h e response 9). III i t w o u ld be more u s e f u l t o c r e a t e o th er. sectio n "no o p in io n " re s p o n s e s F o r exam ple, percep­ If one (elim i­ c a te g o r y ) , then g r e a te r e f f o r t stu d ies in d e scrib in g the se lec te d The a s s u m p t i o n s h o u l d b e made t h a t many p e r ­ s o n s ra n d o m ly s a m p le d f r o m a com m unity w i l l n o t be e q u i p p e d to un d erstan d f u lly today and w i l l p rio ritie s B. the e d u c a tio n a l not, th erefo re, T itle sum m arizing th e of th e use of e x i s t i n g comment a t t h i s use present w ill th e fu tu re, it never f u lly is a v aila b le D u p lica tio n via p rio r effort stu d ies should fo cu s d iscrep an cies past and t o use p e r t i n e n t d a t a of v a lid and r e l i a b l e s h o u l d c e r t a i n l y be a v o id e d . upon i d e n t i f y i n g or gaps the needs p lan III S tudy, an e x h a u s t i v e B e c a u s e man y s t u d i e s or a s s im ila te d , m ajor o b j e c t i v e . ing d a ta term s tio n of th at u n c o v e r m ore d a t a of t h i s One b a s i c c riterio n make t h e d ata w ith or to study of e d u c a tio n a l needs. a p rev e n tio n a study of th is was w h e t h e r t o u s e e x i s t i n g and o r i g i n a l in are e x i s t i n g . A m a j o r d e c i s i o n w h i c h h a d t o b e made i n i t i a l l y th e T it l e III, m eet t h e e d u c a t i o n a l demands o f o n ly good p r a c t i c e w hich a lr e a d y e x i s t s . a r e a s w here research of e x i s t i n g r e ­ A lthough th e e d u c a tio n a l r e s e a r c h o f th e In stead , "real" p o i n t w i l l be r e l a t e d t o p h ilo so p h y behind the th e d ata a s s ig n the I I I S tudy h a s b een p ro v id e d in C h a p te rs I I , T herefore, search. to of p re v io u s r e s e a r c h can a n d /o r should in c o n s tr u c tin g a survey in stru m en t? what need item s i d e n t i f i e d in p a s t be a p p l i e d t o p r e s e n t s t u d i e s ? A leng th y d isc u ssio n an d IV. ab le in sch o o ls among t h e m . What a s p e c t s be u t i l i z e d F o r exam ple, re s e a r c h can in th e be needs e x i s t i n g is w hether or not t h a n c a n be h a n d le d h a p p e n i n g became a in ju d g in g the r e s u l t ­ it can be p r e s e n t e d p r o b le m am enable t o s o l u t i o n . h a p p e n in g was a n o th e r m ajo r o b j e c t i v e . in A n ticip a­ 136 The T i t l e A S SIS T, a n d Thomas, resp ectiv e stu d ies By u s i n g a l i s t ratin g III Study u t i l i z e d by u sin g th e th e e ff o r ts d ata f i n d in g s of i d e n t i f i e d e d u c a tio n a l needs, item fo r e a c h of th e v a rio u s and f o r th e sta te as 1966. There in g t h i s AS SIS T, th e p r i o r i t y rank of areas sta te of the ad o p tin g t h i s a n d T homas d a t a w e r e a p p r o a c h was a ll F irst, before accep tin g th ese r e p r e s e n t i n g THE e d u c a t i o n a l n e e d s o f t h e sta te , sh o u ld have b e en a n a ly z e d t o ch ec k the v a l i d i t y F o r ex am ple, an i n v e s t i g a t i o n tatio n , co llec tio n , made. th is The s t a f f th ese are in 1966 s h o u l d c a u s e used a l i s t i n g r a n k i n g when, have changed from th e p rio r. Second, accep t­ d ata as each study of th e sam ple, d ata. in stru m en ­ I I I N e e d s S t u d y d i d n o t make the fa c t t h a t th ese one t o b e d a t a were su sp icio u s The T i t l e th at III of t h e s e n e e d s and r e q u e s t e d a in f a c t, tim e in a n a ly s is should have been th e e d u c a t i o n a l needs of 1968. Needs Study p rio rity of purpose, and d a ta of th e T i t l e in v estig atio n . g ath ered g a th e red a p p e a r t o be tw o a r e a s of c o n c e r n w i t h approach. d a ta a sim ple a w hole. A m ajor w eakness w ith t h a t t h e MOREL, of t h e s e in d e v e lo p in g the S tu d y q u e s t i o n n a i r e . s c a l e was d e v e l o p e d f o r f i n d i n g each need o f MOREL, th e e d u c a t i o n a l n e ed s m ight th e y were i d e n t i f i e d two y e a r s 137 I V . DATA COLLECTION A. I s a H aw thorne E f f e c t p r e s e n t in th e c o n d i t i o n s under w hich th e re s p o n d e n t c o m p letes th e su rv ey in stru m en t? In research stu d ies number o f f a c t o r s may a r i s e research fin d in g s. demand p l a c e d to d is to rt F or exam ple, upon th e produced d a ta r a t h e r itse lf. i n v o l v i n g h um an s u b j e c t s , o r make in the T i t l e As w i l l b e d i s c u s s e d of p ressu re th is th e S tate in d ic ate s th e oth er a pres- A ch ain -reac- III funds t o c a rry out As d e s c r i b e d e a r l i e r in pressure ex erted Each s u p e r in te n d e n t of the on b e h a l f of the in t u r n r e c e iv e d the D e p a r t m e n t c o u r i e r who r e q u e s t e d in stru m en ts. It is a lo g ic al assum p­ a s u p e r i n t e n d e n t m ig ht have e x e r t e d pressure th ree p rin cip al. The p r i n c i p a l , teach er need A 10 0 p e r c e n t a p p r o v a l t o t h i s from a S t a t e im m ediate r e t u r n th at to th e o f e a c h sam pled s c h o o l t o g a i n a u t h o r i z a ­ p o ssib le D epartm ent. q u e stio n n aires tio n receiv in g T itle t o co n d u ct th e S tudy. request in p ressu re th e M ichigan D epartm ent of E d u c a tio n c o n ta c te d su p erin ten d en ts tio n S tudy a in the n ex t s e c tio n , need assessm ent stu d y . ch ap ter, the o r i g i n a t e d when t h e F e d e r a l g o v e rn m e n t req u ested each s ta te a p rio rity III d esired re a c tio n s u r e - d e m a n d p r o d u c i n g s i t u a t i o n was e v i d e n t . tio n in v alid r e s p o n d e n t s m ight r e s u l t th an the a and th e w ith reg a rd to resp o n den ts, in tu rn , lay p erso n because th e c o u ld have p u t p r e s s u r e lay person. th e p articu larly p rin cip al of h is on on t h e T h is w ould be p a r t i c u l a r l y tru e and m ig h t a l s o be t r u e w i t h t h e clo se c o n ta c t w ith the school. 138 Any p r e s s u r e d isto rte d e x e rte d d u rin g th e e n t i r e the d ata r e s u l t s . A d ifferen t place if type of d i s t o r t i o n m ig ht have ta k e n a respondent d e sired im p r e s s io n by i n d i c a t i n g to give few i f im p ressio n . It is need, III funds the d a ta . and t h i s tary ed u catio n al federal receiv ed c ip a ls, B. aid th e is of fin an ces reason th a t and f e d e r a l pro gram s f o r serv ices needed t o to p p r i o r it y (the e x te n t th ro u g h th e need supplem en­ t o w hich s t a t e and r a n k i n g by s u p e r i n t e n d e n t s , p rin ­ and l a y p e r s o n s . Does t h e ag en cy c o n d u c t in g t h e s tu d y p r e s e n t any b iases? F o r exam ple, does th e agency c o n d u c t th e s t u d y u n d e r s t r e s s and d u r e s s and i n t u r n p la c e s t r e s s and demands on t h e r e s p o n d e n t ? of the a need assessm en t stu d y . d e p e n d on who i s n atu re of th e agency con­ The m e t h o d o l o g i e s e m p l o y e d w ill c ertain ly p le, a c o m p a r i s o n m i g h t b e made b e t w e e n MOREL a n d t h e D epartm ent of E d u c a tio n . e x ert force in v o lv in g on l o c a l are the to carry it o u t. A reg io n a l e d u catio n al s u c h a s MOREL d o e s n o t h a v e or of a s s i s t e d u c a ti o n a l program s) One h a s t o b e a w a r e d u ctin g th u s g iv in g an un­ c o u ld have c a u s e d a d i s t o r t i o n T h is m ight have b e en th e item d e a lin g w ith s t a t e school a fav o rab le i m p o r t a n t t o rem ember t h a t r e s p o n d e n t s m ig ht have b e en t h i n k i n g T itle h is any n e e d s o r by i n d i c a t i n g t h a t e a c h n e e d i t e m was a c r i t i c a l fav o rab le p r o c e s s c o u ld have the au th o rity school d i s t r i c t s . approaches it to F o r exam­ lab o rato ry in terv en e R ath er, S ta te an d /o r d em o n stratin g m ost l i k e l y w ould t a k e . 139 The S t a t e D epartm ent of E d u c a tio n , b e more p r o n e reach its t o u s i n g a m andate o b jec tiv e s. in term s of d a ta on t h e or becom es o f c r u c i a l over o th er im portance c o n sid era tio n su p p lies it affected th e T it l e v a lid o f how t h e becomes e s s e n t i a l . III and p r i n c i p a l s (2) resp o n d en ts th eir affected th e d ata of a school, of th e include: of the th e or a n d who su p e rin te n ­ sam pled r e s p o n ­ d ata ev o lv es reg ard in g s ta te m ight have b e e n p la c e d B oth of th e s e around aid ), under a s t r e s s facto rs th at c o u ld have co llec ted . of the (Wayne C o u n t y ) retu rn rep resen ted affected fo u rte e n areas the v a lid ­ of th e sta te , had a s u b s t a n t i a l l y p o o r e r r a t e (see T ab le 4 ) . in the a n d b e c a u s e many p e r s o n s stu d y ," th is (1) school d i s t r i c t s (fo r exam ple, responses. of q u e stio n n a ire stru c tu re is F a c t o r s w hich m ight have com prised h a lf d a t a was t h a t , o n ly Area I area, are c o lle c te d A nother f a c t o r w hich c o u ld have ity o ne b e c a u se com m unication b etw een S t a t e D e p a r t­ school a d m in istra to rs affected If d a ta w hich w i l l d e s c r i b e Study d a ta m ents o f E d u c a t i o n and l o c a l th ese sam pled r e s p o n d e n t s in d a ta c o lle c tio n . r e a l e d u c a t i o n a l n e e d s and c o n c e r n s and to d i s c u s s i o n d e s c r i b i n g t h e w e ig h te d sam ple concerned w ith c o lle c tin g d en ts, force B oth a p p ro a c h e s s h o u ld be c o n s id e r e d of school a d m in istrato rs d e n ts in e x e rtin g m ight co llec tio n . An e a r l i e r sta te , o th e r hand, Because of th e power m etro p o lita n area of D e tro it, in t h is a r e a w ere "ag ain st a r e a m ight n o t have b e e n p r e s s e d an o th er as o f t e n or as 1 40 hard in the d a ta c o lle c tio n stag e as w ere o t h e r the sta te . V. EVALUATION OF MEASUREMENT TECHNIQUES A. Is the m easure As s t a t e d desig n is p rev io u sly , d e p e n d e n t upon i t s purpose of the T i t l e avoided in fu tu re tio n In id en tify in g and th e stu d en ts, the sectio n III needs purpose. In th is in tune w ith th e th an sectio n , a tru e schools m easure in each area to sch o o ls (see T ab le id en tify schools. sam pled t h a n j u n i o r 3). c ritic a lity of T h is T his from e a c h a re a t o th e to w a rd an e d u c a ­ of th e need i t s e l f . in su p p o rt of p a r t i c i p a n t is S tudy. A c o llap se o v e ra ll needs of of each T h e r e w e r e many m o r e e l e m e n ­ high and s e n io r h ig h sc h o o ls a l s o t r u e when a c o l l a p s e sta te needs. sam ple v e r s u s m easurem ent sam pled i n th e area fa v o rs elem en tary tary c o n ta c t w ith or la y p e rso n . attitu d e A second a re a d e a lin g w ith a ll c e lls p rin ­ h a r d f a c t u a l d a t a c o u l d be g a t h e r e d to p re se n t e m p iric a l d ata d e a ls w ith the the s u r v e y q u e s t i o n n a i r e was d e s i g n e d t o p r o v i d e need r a t h e r first s h o u l d be P a r t i c i p a n t Needs. g reatest su p e rin te n d en t of the area d e a ls w ith s e c ­ q u estio n n aire, o b ta in e d from a r e s p o n d e n t 's tio n al of a s tu d y 's R eg ard less The f i r s t of sam p le? tw o p r o b le m a r e a s wh o h a v e t h e th e the of school p a r t i c i p a n ts , s h o u l d b e m ore of the for each se cto r S tudy, stu d ies. teach er, needs th an e it h e r d ata III one o f t h e T i t l e c ip a l ap p ro p ria te areas as a w hole. i s made 141 B. Do a l l r e s p o n s e s tech n iq u e ? As s t a t e d s tu d y 's the tio n p rev io u sly , sam ple w i l l m easurem ent. in th e m ost l i k e l y T itle III sam pled from h i s cause sta te , often , a ll A cceptance in th e of the h is larg er schools o f one r e s p o n s e p e rc e p tio n of its for q u estio n n aire req u e ste d each respondent to ra te each need im portance i n one scho o l. A fin a l d isto rtio n in t h e m easurem ent p r o c e s s d e a l t open-ended p o r tio n of the T i t l e T his o p e n - e n d e d s e c t i o n was n o t i n c l u d e d y sis and a s s e s s m e n t d esig n of th e of th e stu d y did ad d itio n al "se t responses" th e in a s u p e r i n t e n d e n t w ould f i l l to represent d istric t. item a c c o rd in g t o p articu lar in a a la c k of b alan ce o n e s c h o o l w a s made e v e n t h o u g h t h e in stru ctio n s the m easurem ent lack of b alan ce d a t a was t h a t of the o u t one q u e s t i o n n a i r e w ith th e th e in the One f a c t o r w h i c h m i g h t h a v e c a u s e d d i s t o r ­ school d i s t r i c t s more t h a n have b a la n c e needs p rio rity not liste d q u e stio n n aire. in th e needs in clu d e by t h e III of the fin al sta te . a procedure to resp o n d en ts. of th e q u e stio n n a ire an al­ T he co n sid er Thus th e prom oted d i s t o r t i o n of d ata. Summary analyze Th e p u r p o s e of t h i s th e u tiliz e d E d u catio n of th e in sta te process ch ap ter has been t o d e sc rib e by t h e M ich ig an D ep artm en t of id en tify in g p rio rity and f o r sta te the and e d u c a tio n a l needs fo r as a w hole. By u t i l i z i n g areas th e 14 2 in fo rm atio n p resen te d here, and s t a t e - w i d e areas w ill assessm ent s tu d ie s The p o in ted be a b l e of the T itle cru cialn ess lo ca l, in term ed iate, to conduct fu tu re more e f f e c t i v e l y an aly sis out the h o p efu lly need and e f f i c i e n t l y . I I I Needs S tu d y has of the fo llo w in g f a c t o r s when c o n d u c tin g any need s tu d y : 1. O b je ctiv e s a s tu d y 's 2. 3. G oals, of a study o b jec tiv e s, in sh o u ld study include in the sam ple in to w a rd them . h is of resp o n d en ts a ttitu d e c la ss, facto rs in the d raw in g of a sam ple, used cru cial. s tu d y 's s h o u l d be g o als a nd r e s p o n s e s w i l l be a f f e c t e d . so cial c o lle c tio n v alu es, tow ard what needs such as sc h o o l le v e l, of the seg­ and r e p r e s e n t a t i v e d itu re , T he s e l e c t i o n a ll a b alan ced p ro p o rtio n . own d e s i r e s , and th u s h i s When v a r i a b l e s the e n ti r e id e n tify in g e d u c a tio n a l needs a re s p o n d e n t's are c r i t i c a l , 7. d irec te d po p u latio n n e e d s may i n f l u e n c e is in term s of of a stu d y should m anner so t h a t A sa m p le s h o u l d be b a l a n c e d because 6. is concerned w ith m ents o f th e 5. and q u e s t i o n s a sp ecific d e sig n of the A study s h o u ld be d e f i n e d q u e s t i o n s w h ic h s h o u ld be an sw e red . be s t a t e d 4. from goal or purpose. O b jectiv es sp ecific of a proposed stu d y sh o u ld g e n e ra te per p up il expen­ geog rap h ical area, e tc . accuracy are of d a ta in stru m e n t u t i l i z e d in d ata co n sid ered and o b j e c t i v e s . in l ig h t of a 143 8. A d eterm in atio n s tu d y 's 9. q u estio n s D u p lica tio n F ollow ing stu d ies, d a ta needed to answer a s h o u l d be m ade. of v a lid from p r e v io u s 10. of th e and r e l i a b l e stu d ies d a ta av ailab le s h o u ld be a v o id e d . an i n v e n t o r y and m a t e r i a l s , of e x is tin g d ata, a d d itio n a l d ata research needed s h o u l d be d e t e r m i n e d . 11. Needs or problem s sp ecific 12. id en tifie d o b jectiv es s h o u ld be Need a s s e s s m e n t s t u d i e s to p o ssib le b iases H aw thorne E f f e c t , in l i g h t am enable t o s o l u t i o n . s h o u ld c o n s t a n t l y be (pressure e tc .) of a s tu d y 's on t h e r e s p o n d e n t s , d u rin g th e s t a g e w h ich m ig h t d i s t o r t a le rte d d ata c o lle c tio n o r make i n v a l i d t h e fin d ­ ings . 13. D ata c o l l e c t i o n s h o u ld be re v ie w e d p e r i o d i c a l l y av o id c o l l e c t i n g d a ta beyond th e p o i n t w here it to is u sab le. 14. C a u ti o n s h o u ld be needs id en tified o th er sch o o ls errors and d a t a i n one s c h o o l o r s t a t e - a r e a or a re a s . in f a c e ts sam ple, u s e d when g e n e r a l i z i n g e d u c a t i o n a l B iases, m islead in g d a ta . and of a s tu d y su ch as draw ing th e in stru m en t c o n stru c tio n , an aly sis o v ersig h ts, to m ight r e s u l t d ata c o lle c tio n , in in a c c u ra te and 144 It necessary fu l. is ev id en t if much p l a n n i n g a study of e d u c a tio n a l needs T aking advantag e nesses th at of p a st stu d ies of id en tified alo n g w ith stra te g ie s S tudy. a b rief R ecom m endations r e l a t e d t h e n be p r e s e n t e d . to is t o be s u c c e s s ­ and w eak ­ s tu d ie s w ith re su lts. a summary o f t h i s d e scrip tio n o f P h a s e s Two a n d T h r e e stu d ies w ill fu tu re and r e l i a b l e C h a p te r V w i l l be d e v o te d t o th e sis, is stre n g th s should p ro v id e a means o f o b t a i n i n g b o t h v a l i d and f o r e s i g h t of the proposed of th e T i t l e fu tu re III Needs need assessm ent CHAPTER V SUMMARY AND RECOMMENDATIONS Summary S ince t h e m odern day o r i g i n movement i n 1910 up t o t h e of th e p r e s e n t day, s c h o o l s u r v e y s h as b e e n w e l l docum ented. lite ra tu re rela te d v e a l e d many o f t h e of a l l facets or s ta te - w id e t o th e im p ortance A review c o n t r i b u t i o n s made t o w a r d t h e of e d u c a tio n lev e l. P rovided the of of the s c h o o l s u r v e y movement h a s r e ­ a t the lo cal im provem ent school d i s t r i c t and/ Some o f t h e c o n t r i b u t i o n s made b y b o t h p a s t and p r e s e n t s c h o o l s u rv e y s have 1. school survey an o p p o r t u n i t y t o in clu d ed the fo llo w in g : im prove com m unity s u p p o r t and u n d e r s t a n d i n g f o r e d u c a t i o n . 2. P r o v id e d an o p p o r t u n i t y f o r b o th lay p ersons p ro fe s s io n a l ed u cato rs to exp ress t h e i r v id u al p ercep tio n s 3. and own i n d i ­ and o p in io n s . Encouraged a c o o p e ra tiv e in v o lv em en t in b o th problem s o l v i n g and d e c i s i o n m aking. 4. P r o v i d e d a means t o be s t a t i s t i c a l l y g ath er analyzed. 145 o b jectiv e d a ta w hich c a n 1 46 5. P ro v id e d d a ta w hich has been s i g n i f i c a n t im provem ent o r 6. a ltera tio n b. L ead ersh ip c. F a c ilitie s d. F inance e. In s tru c tio n a l m aterials f. C ontent and s u p e r v i s i o n E ncouraged a l l c o n c e r n e d p e r s o n s t o t h i n k m ore su n d ry problem s of e d u c a tio n . E ncouraged a l l The r e v i e w concerned p erso n s of th e are n o t be th o u g h t of as a panacea f o r problem s, a w e ll c o n ceiv ed , It stra te g ie s in u se. appears t h a t the A lthough th e y a s c h o o l's carefu lly lead in g p o sitiv e a lso rev ealed th a t conducted su rv e y can c u lm in ate long range its in creasin g to take im provem ent. lite ra tu re school surveys allie d as: T eaching (p re -s c h o o l, e le m e n ta ry , j u n io r high, s e n i o r h i g h , and h i g h e r e d u c a t i o n ) a c t io n tow ard e d u c a ti o n a l cie n tly of such school f a c to r s a. b r o a d l y on t h e 7. in the needs planned, tow ard e d u c a ti o n a l is and and e f f i ­ in b oth s h o rt above s t a t e m e n t should and im provem ent. clo sely to the charge g iv en each s t a t e in th e T itle III S ta te o f t h e ESEA T i t l e l e g i s l a t i o n was t h a t conduct surveys P lan . "it in v o lv in g The c h a r g e is ex p ected th a t o b jectiv e the c riteria developm ent of III sta te s w ill and m easu rem en ts 147 in order to w ith in the ascertain the e d u c a tio n a l sta te . It s h o u ld be e v i d e n t , yet relev an t t h a t no sc h o o l sy ste m has s u f f i c i e n t of its e d u c a tio n a l needs survey id en tify in g the c ritic a l needed e d u c a tio n a l av aila b le in s u f f ic ie n t of th e o p p o rtu n ities id en tified These, w hich the B ecause sta te of th e d escrip tio n C h a p t e r IV. solve a ll a p rio rity p o in t fo r These d a ta should th en personnel in d ev elo p in g and s e r v i c e s or q u a lity . n o t now T itle resources III t o each of the im proved e d u c a ­ f o r c h i l d r e n b a s e d on th e c ritic a l in each a re a . then, were t h e sig n ific an t im provem ent, P h a s e One o f t h e S t u d y of th e and p l a c i n g in d ev elo p in g M i c h i g a n ESEA T i t l e e d u catio n al tio n q u a n tity to here, A need assessm en t a sta rtin g a l s o be u s e d t o p r o v i d e fo u rteen areas needs e d u ca tio n al and e x e m p la r y p r o g r a m s funds co u ld tio n a l im provem ent. and a s s i s t in n o v ativ e needs pro v id e to c ite resources sim u ltan eo u sly . upon e a c h s h o u ld t h e r e f o r e stim u la te needs of persons an aly sis is under I I I Needs Study o r i g i n a t e d . im pact th e S t u d y may h a v e a sh o rt d e scrip tiv e p resen ted sectio n . and a n a l y s i s , fu n d am en tal g u id e lin e s summary o f a lo n g w ith a sum m ariza­ B oth o f th e s e w ere d i s c u s s e d F ollow ing a d is c u s s io n on sectio n s, in d e t a i l of these in tw o s e c t i o n s , ■*"0. Ray W a r n e r , " A s s e s s m e n t a n d L o n g R a n g e P l a n n i n g , " PACE R e p o r t , R i c h a r d I . M i l l e r , D i r e c t o r , P r e s i d e n t ' s N a t i o n a l A d v i s o r y C o u n c i l C o n f e r e n c e on I n n o v a t i o n , V o l . I I , No. 1 ( O c t o b e r , 1 9 6 8 ) , 3 9 . d i s c u s s i o n o f P h a s e s Two a n d T h r e e p resen ted . The f i n a l sectio n o f t h e S t u d y w i l l be of t h i s ch ap ter reco m m en d atio n s and c o n c l u s i o n s r e l a t e d D escrip tio n of T itle is d ev o ted t o to fu tu re stu d ies. I I I Needs Study D esign o f th e S tu d y The T i t l e III of a q u e s tio n n a ire ; tio n of th e an aly sis Study d e s ig n the q u estio n n aire of th e and d a t a u tiliz in g n e e d s c o m p i l e d b y MOREL, assess the (1) stu d en ts 2 p rio rity q u e s t i o n n a i r e was d i v i d e d needs; co llec tio n ; a list its need im portance 2 (MOREL), 3 d istrib u ­ and th e AS SIST, needs of p rev io u sly 3 i n t o tw o m a jo r c a t e g o r i e s hav in g needs item s and (2) according to h is as r e l a t e d and Thomas in M ich ig an . E ach r e s p o n d e n t was a sk e d t o r a t e each of th e the Q u estio n n aire A q u e stio n n aire developed t o of a sam ple; developm ent d ata. D evelopm ent of th e tifie d se lec tio n in v o lv ed th e to 4 id en was The of program needs. th e p rio rity of own p e r c e p t i o n o f a p articu lar sch o o l. Each need M ich ig an -O h io R e g io n a l E d u c a tio n a l L a b o ra to ry D e t r o i t , M ich ig an , 1966. . . . A c t i v i t i e s t o S t i m u l a t e and S u p p o r t I n n o v a t i o n i n S c h o o l s T o d a y ( A S S I S T ) , Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t , D e t r o i t , M ich ig an , 1967. 4 J . A la n Thomas, S c h o o l F i n a n c e and E d u c a t i o n a l O p p o rtu n ity in M ic h ig a n , M ichigan D epartm ent o f E d u c a tio n , L an sin g , M ichigan, 1968. 149 ite m was r a t e d one (1) o f one six to seven (1), (6). on a p r i o r i t y (7). w h ile the r a n g in g from The l o w e s t n e e d p r i o r i t y h ig h e s t need p r i o r i t y The number s e v e n responses. continuum s c a le had a r a t i n g had a r a t i n g (7) w a s p r o v i d e d f o r R e sp o n d e n ts were g iv e n th e of "no o p in io n " o p p o rtu n ity to w rite in a d d i t i o n a l n eeds w hich th e y p e rc e iv e d as c r i t i c a l . The S am ple A list was c o m p i l e d o f a l l i g a n f r o m K-12 s c h o o l d i s t r i c t s . stra tifie d by g e o g r a p h ic a l a re a , ju n io r high, d itu re th is and s e n i o r h i g h ) , per p u p il per year population, was s e l e c t e d . s c h o o ls w ere n aire. Four persons asked to in M ich­ T h i s p o p u l a t i o n was t h e n by sch o o l le v e l (elem entary, a m edian o f $ 5 1 0 ). random sam ple From o f 340 s c h o o l s a s s o c ia te d w ith each of th e se i n d i v i d u a l l y com plete th e q u e stio n ­ These fo u r p e rs o n s w ere: 1. S u p erin ten d en t 2. P rin c ip a l 3. Teacher (b u ild in g re p r e s e n ta tiv e o rg an izatio n ) 4. schools and by s c h o o l o p e r a t i n g e x p e n ­ (using a stra tifie d of the Lay P e r s o n n izatio n ) . (or h is (or h i s assista n t) a ssista n t) (o ffic er of th e of the teach er p a re n t-te ac h er orga­ D is tr ib u tio n of Q u estio n n aire and D a ta C o l l e c t i o n As a n i n t r o d u c t i o n t o to th e su p e rin te n d en t th e S tudy, of each of the a l e t t e r was s e n t sch o o ls a u t h o r i z a t i o n form t o be r e t u r n e d by th e sam pled. An s u p e r i n t e n d e n t was 1 50 a ls o m ailed o u t. p a rticip a te F o llow ing the in th e S tudy, sonnel h a n d -d e liv e red then resp o n sib le n a ire s the fo r the S tate III. c a l l w a s made t o t h e m issin g sch o o l. was t h e n s e n t D epartm ent of E d u c a tio n p e r ­ E ac h s c h o o l was com p letio n of th e four q u e stio n ­ in th e s e lf -a d d r e s s e d envelopes As a f o l l o w - u p m e t h o d , su p erin ten d en t A letter co n firm in g th e se in a r e tu r n of a telep h o n e an d /o r p r in c ip a l of each as an a d d i t i o n a l re m in d e r. procedure r e s u lte d school to q u e stio n n a ire s. and f o r t h e i r r e t u r n p r o v id e d by T i t l e agreem ent of the telephone c a lls T his in te n siv e 9 6.4 p e r c e n t of usable q u e stio n n a ire s. A n a ly s is o f th e D ata S ince each of th e r a te d by each resp o n d en t, fo r each of the v a rio u s order th a t th is p articu lar area, n e e d i te m s was t o be n u m e r i c a l l y a s i m p l e m ean r a t i n g w a s o b t a i n e d ty p es of sch o o ls in the mean r a t i n g w o u ld be r e p r e s e n t a t i v e it had t o be w e ig h te d t o p o p u la tio n of sch o o ls w ith in th a t w e i g h t e d m ea n e s t i m a t e s calcu lated area. p r io r ity w ith in C onfidence in te rv als across o f 90 p e r c e n t w e r e s e t o f t h e w e i g h t e d mean e s t i m a t e s o b tain ed concerning th e so th a t u sefu ln ess of a The r e s u l t a n t fo r each of the a g iv en area In account fo r th e ite m s w ere s u b s e q u e n t l y u se d t o ra n k t h e n e e d s of t h e i r sam p le. need in the the order sta te . up a ro u n d e a c h i n f o r m a t i o n c o u l d be of each e s tim a te . 151 A n aly sis The a n a l y s i s of T itle of the I I I Needs S tu d y T itle I I I Needs S tu d y has p o i n t e d up a number o f w e a k n e s s e s w h ic h s h o u l d be c o r r e c t e d in fu tu re stu d ies. B ecause s e n t e d i n C h a p t e r IV, c ited of th e o n ly m ajor d e ta ile d areas an aly sis o f c o n c e r n w i l l be here. The f o r e m o s t p r o b l e m o f t h e S t u d y was t h e unpreparedness fo r c a rry in g c a tio n a l needs. o b jec tiv e s, o lo g ie s to p rio rity B ecause tim e sa tisfy u tiliz e o b jectiv es q u estio n s u n til any s tu d y is o b jec tiv e s had b e e n d e f i n e d generated c itize n s of the s tu d y 's from th e s tu d y 's u n b a la n c e d sam ple was th e co m plete III spe­ The d e s i g n o f o b jectiv es, and th e g o al. S tu d y was in clu d ed sa m p le was d r a w n . lack of stu d e n t If in term s of of resp o n d en ts. s c h o o l-c o m m u n ity w ere n o t p o p u l a t i o n from w hich th e on t h e S tu d y w ould have and s m o o th ly . A nother w eakness of th e T i t l e a re stric te d , and in v estig ate d approach. in itia lly answ ered, f o rm u la te d from th e are high, a g e n e r a l c o n s e n s u s was a m ail-q u estio n n aire p r o g r e s s e d much m o r e q u i c k l y id en tify in g ju n io r Many s u g g e s t i o n s w e r e t h a t n e ed e d t o be g o als, i n v e s t i g a t i n g r e s e a r c h m ethod­ an e x tr e m e ly g e n e r a l g o a l of and e r r o r b a s i s of edu­ S t u d y Team s p e n t e d u c a tio n a l needs of elem en tary , reached to of III in itia l study lack of s p e c if ic the T i t l e and e n e r g y s e n io r h igh sc h o o ls. a tria l out a sta te -w id e of th e and g u i d e l i n e s , co n sid erab le c ific pre­ inv o lv em en t. its use A ll in the Most n o t i c e a b l e T h o s e who w ere in clu d ed lay persons) class (su p erin ten d en ts, c o u l d be c l a s s e d , persons. Because a n d n e e d s may i n f l u e n c e of a school, th is have r e s u l t e d anced in fav o r g en eral. fo r the h is responses d ata. sam ple A lso, of a d m in istra to rs of th e of school d i s t r i c t draw ing th e sam ple to the "no o p in io n " and s c h o o l p e r s o n n e l d ata of sc h o o ls f o r as the S tu d y 's q u e s tio n n a ire s e c tio n of th e ratin g w e a k n e s s e s w ere n o t i c e a b l e . n aire u tilize d a list stu d ies These a lso u tiliz e d , stu d ies F irst, rep re se n tin g the p rio rity th e III id en tified and th e q u estio n ­ need item s m ost p a r t , Thus, resu ltin g ed u catio n al in tw o o t h e r m ajo r the T itle as m id d le -c la s s . u se c a u t i o n when i n t e r p r e t i n g in u p i n C h a p t e r IV c o n d u c t e d b y MOREL, ASSIST, who c o u l d b e c l a s s i f i e d could S tudy. in stru ctio n s fo r th e needs sam ple was t h e i t was u t i l i z e d scale, of p rev io u sly from p r e v io u s p rio rity sam ple was u n b a l ­ A lth o u g h w e a k n e sse s were p o i n t e d rela te d v alu es, of resp o n d en ts th e and as m id d le - own d e s i r e s , A f i n a l w eakness w ith r e g a rd t o in accu racy teach ers, m ost p a r t , a re s p o n d e n t's m id d le-class in b iased p rin cip als, and Thomas. resp o n d en ts one s h o u l d d ata fin d in g s needs of the S ta te of M ichigan. A second n o tic e a b le w eakness d e a lin g w ith t a t i o n was t h a t T itle III those stu d ies p ro v id in g need item s f o r th e S tu d y q u e s t i o n n a i r e w ere c o n d u c te d B ecause th e fin d in g s of th e T it l e III in stru m en ­ in 1966. Study r e p r e s e n t e d p rio rity ra n k in g of need item s id en tifie d v io u sly , c a u t i o n s h o u l d a g a i n be t a k e n when u t i l i z i n g a tw o y e a r s p r e ­ the d ata. T he e d u c a t i o n a l n e e d s in f a c t, be t h e e d u catio n al A p o ssib le T h is c o u ld have its p rio rity of E d u catio n , eral funds t o power f o r c e sure sib le of th e o p erate of the is w ith in the th at to take the part of pressure on r e s p o n d e n t s T itle receiv in g T itle sta te n ecessity funds t o pressure to tak e to receiv e school d i s t r i c t s , part sta te It su p e rin te n d en t put p ressu re in th e S tudy, and th e on t h e p r e s s u r e was b r o u g h t t o b e a r is and f e d ­ and la y th en th e d a ta of the th is pres­ p rin cip al in tu r n co u ld person. o n a n y one o f t h e S tudy, in th e a lso pos­ on t h e p rin cip al teach er id en ­ on t h e and b e c a u s e realm of p o s s i b i l i t y . any tim e d u r in g th e III The S t a t e D e p a r t m e n t m ight have e x e r t e d of the III S ta te D epartm ent of E d u c a tio n , have e x e r t e d p r e s s u r e at o f 1968. e d u ca tio n al needs. in tu rn , Because 1966 m ig h t n o t , o r i g i n a t e d when t h e F e d e r a l g o v e r n ­ sam pled s u p e r i n t e n d e n t s S tudy. in in a n o th e r w eakness of th e ment r e q u e s t e d e a c h s t a t e tify needs ch ain -reactio n m ight have r e s u l t e d S tudy. id en tified If resp on d en ts, co llected co u ld have b e e n d i s t o r t e d . O th e r m ajor w eak n esses d e a l w ith th e ment t e c h n i q u e s . fo u rteen areas A listin g of the o b ta in e d by c o l l a p s i n g of th e sta te the and t h e By i d e n t i f y i n g e lem en tary s c h o o l s became t h e The o v e r a l l r a t i o sta te d ata c o lle c te d b u ild in g . ence. p rio rity o v e r a ll needs S tu d y 's m easure­ needs of each of as a w hole was from e ac h s c h o o l in t h i s m a jo r and c o n t r o l l i n g of elem en tary sch o o ls h ig h and s e n i o r h i g h s c h o o l s fash io n , in the s ta te 's in flu ­ to ju n io r sa m p le was i n 154 excess of th re e to one. fav o red elem en tary The a r e a b r e a k d o w n o f s c h o o l s sch o o ls p ro p o rtio n a te ly . A f i n a l weakness failu re to u tiliz e n a ire . The a d d i t i o n a l the in the fin al th e f in a l d ata fin d in g s q u estio n n aire needs m ea su re m e n t p r o c e s s was t h e need item s in clu d ed tio n a l w rite -in in th e open-ended p o r tio n not of th e a lso and d id q u e stio n ­ l i s t e d b y r e s p o n d e n t s were an aly sis d ealt of the of p r io r ity only w ith th e needs. Thus "set responses" n o t r e v e a l any of th e ad d i­ id en tifie d . P h a s e s Two a n d T h r e e o f T i t l e I I I Needs S tu d y A lthough s p e c i f i c stra te g ie s and g u i d e l i n e s been f in a liz e d w ith reg ard to P h a s e s Two a n d T h r e e , tio n w ill b rie fly o rig in a l general ing c u rr ic u lu m d iscu ss the in M ichigan. F ollow ing th e P h a s e One o f t h e N e e d s S t u d y , p rio rity th is plan of sec­ im prov­ com pletion of an aly sis of each n e e d w i l l b e made a n d e d u c a t i o n a l p r o g r a m s t o m e e t v ario u s p rio rity e ra tiv e approach of a l l who w e r e a d e ta ile d have n o t needs dev elo p ed . in v o lv ed T his w i l l in te reste d i n Phase One. N atio n al c u rr ic u lu m e x p e r t s w i l l be i n v i t e d and a r e a p e r s o n n e l c o n c e r n i n g th e ment by P a r k e r su m m a riz e s t h e co o p erativ e e f f o r t in b rin g in g persons, to inv o lv e a coop­ in clu d in g those a u th o ritie s and c o n fer w ith b o th s ta te id en tified im p o rtan ce needs. of th is about cu rricu lu m type A sta te ­ of im provem ent: C on tinu ous a t t e n t i o n i s g iv e n t o th e i n t e r r e l a ­ tio n s h ip of d i f f e r e n t g ro u p s. Groups c o n c e rn e d w i t h e d u c a t i o n a t t h e e l e m e n t a r y , s e c o n d a r y , and c o l l e g e and u n i v e r s i t y l e v e l s n e e d t o show m u t u a l co n sid era tio n . None o f t h e s e g r o u p s s h o u l d s e e k t o d o m in ate a n o t h e r . . . . H igh s c h o o l t e a c h e r s c a n l e a r n much f r o m t e a c h e r s o f e l e m e n t a r y s c h o o l , i f t h e y a re w i l l i n g t o l i s t e n , and c o l ­ le g e and u n i v e r s i t y p e r s o n n e l c a n use p r o f i t a b l y th e unique s k i l l s o f b o th g ro u p s . A ll p r o f e s ­ s i o n a l g r o u p s n e e d t o m a i n t a i n l i a i s o n w i t h com­ m unity g ro u p s . . . and in c lu d e p o s i t i v e c o o p e r­ a tio n of a s im ila r n a tu re w ith co unselors, n u rses, atten d an ce c le r k s , c u sto d ia n s, s e c r e ­ ta r ia l a ssista n ts. Above a l l t h e r e m u st be a c o n s t a n t i n t e r c h a n g e b e tw e e n f a c u l t y g ro u p s and s t u d e n t g r o u p s a t a l l e d u c a t i o n a l l e v e l s . -> F ollow ing the and s t r a t e g i e s , p ro jects general T itle c o o p erativ ely III f u n d s c o u l d be u s e d t o t o meet th e p r i o r i t y stra te g y i n m ind, im petus f o r c o n tin u o u s a c h ie v e d recom m endations needs in each a re a . th e end r e s u l t assessm en t, finance W ith t h i s should p ro v id e ev alu atio n , and p la n n in g . R ecom m endations S chools sh o u ld o p e ra te w ith in m it s them t o e s t a b l i s h o ritie s, and d e f i n e co o p erativ e program i s g o als a ctio n s and s y s t e m a t i c a fram ew ork w h ich p e r ­ and o b j e c t i v e s , to achieve th o se approach to t h i s e stab lish p rio ritie s. type and o b j e c t i v e s , a s s o c ia te d w ith the e d u c a tio n a l e n te r p r is e an o p p o r t u n i t y t o take p a r t a n d t o become A of actio n fu nd am en tal in e d u c a ti o n a l d e c isio n -m a k in g . s a t i s f y e d u c a tio n a l g o als p ri­ To every person s h o u l d be g i v e n in v o lv ed . “’C e c i l J . P a r k e r , C u r r i c u l u m I n A m e r i c a T h o m a s C r o w e l l a n d C om pany , 1 9 6 2 ) . A tru ly (New Y o r k : coo p erativ e e f f o r t persons; not ju s t in v o lv es a sm all, d e c is io n m akers. the p ercep tio n s select su p p o rt th e p h ilo so p h y b eh in d t h i s is is concerned group of s e lf - a p p o in te d The f o l l o w i n g q u o t a t i o n s D em ocratic l i v i n g people a r r i v e , i t of a l l from C am pbell d em o cratic p o in t o f view : n o t a s t a t i o n a t w hich a m ethod o f t r a v e l i n g . 6 I n e d u c a tio n th e t a s k i s not t o do th in g s t o p e o p le , b u t t o h e lp p e o p le t o do t h i n g s f o r t h e m s e l v e s .7 The n e e d f o r problem s and t h e d u rin g the last a sy stem atic o b jectiv e decade. assessm ent of e d u c a tio n a l se ttin g of p r i o r i t i e s W ith th e c o m p l e x i ty o f e d u c a t i o n i n c r e a s i n g more q u i c k l y t h a n p e o p l e appears th a t need assessm ent w i l l C o m p licatin g th e how ever, c an be v a lid list is the u tilize d a ls o co n tin u e l a c k o f p ro v e n m ethods in e f f e c tiv e ly of su g g estiv e assessm ent s tu d ie s , tio n p resen ted c an com prehend, p ro b lem s w hich a l r e a d y e x i s t and r e l i a b l e h a s m ounted stra te g ie s in C h ap ters II, and p r o c e d u r e s w hich id en tify in g For th is and g u i d e l i n e s h ig h lig h tin g reason a for fu tu re and au g m e n tin g t h e III, in crease. in e d u ca tio n , and e f f i c i e n t l y e d u ca tio n al needs. to it a n d IV, is need in fo rm a­ p resen ted here: C l y d e M. C a m p b e l l , "A D e m o c r a t i c S t r u c t u r e t o F u r t h e r D e m o c r a t i c V a l u e s , " P r o g r e s s i v e E d u c a t i o n , XXX (November, 1 9 5 2 ) , 2 6 . 7 C l y d e M. C a m p b e l l , "Human R e l a t i o n s T e c h n i q u e s U s e ­ f u l i n S c h o o l A d m i n i s t r a t i o n , " T he A m e r i c a n S c h o o l B o a r d J o u r n a l , CXXX ( J u n e , 1 9 5 5 ) , 3 2 . 1 57 1. Prepare tiv e s a c le ar for the proposed study, sp e cifica tio n degree 2. sta te m e n t of the of the g o als and o b j e c ­ alo n g w ith a c l e a r p a r a m e te r s n eed ed and of th e of p r e c is io n re q u ire d . P rovide a budget w ith s u f f ic ie n t a c o n c lu sio n the ty p e funds t o c a rry to of e d u c a tio n a l assessm ent survey d e sire d . 3. E stim ate study th e and th e id en tified 4. lead R ecru it sk ills These amount of tim e r e q u i r e d t o sa tisfy needs. lo cal an d /o r are re q u ire d "ex p erts" survey s t a f f o utside p e r s o n s when s p e c i a l in co n d u ctin g a survey stu d y . c a n t h e n be u s e d t o t r a i n lo cal and c o u ld be u se d as c o n s u l t a n t s th ro u g h o u t the 5. tim e n e c e s s a r y t o c o n d u c t th e assessm ent stu d y . P l a n a n d c o n d u c t a s many p r e l i m i n a r y m e e t i n g s o r a c tiv itie s as a re and se q u en ce necessary to of the These s e s s io n s study are in su re t h a t th e c le a rly s h o u l d be open t o a ll understood. in te reste d so n s and s h o u l d be c o n d u c te d on a c o o p e r a t i v e 6. P rovide fu ll an e f f i c i e n t advantage e x istin g 7. P rovide phase of s tr a te g ie s per­ b asis. s tu d y by t a k i n g and d a t a a v ailab le from research. fo r co o p erativ e of the opm ent t o d en ts, desig n fo r the scope its inv o lv em en t th ro u g h each s tu d y from i t s co n clu sio n . teach ers, in itia l stag es T his sh o u ld lay persons, of d ev el­ include stu ­ and a d m i n i s t r a t o r s - - 158 a n y o n e who i s r e l a t e d th e 8. g en eral to p ic a re a of study. S elect a re p re se n ta tiv e an i n t e n s i v e , developed, sam ple in -d e p th study and c a r r i e d out, b asis for g e n e ra liz a tio n s. area, f o r exam ple, do a r e l a t i v e l y rativ e fo r th e is stu d y . carefu lly th is A p articu lar in ex p en siv e th e th eir and or co rro b o ­ own n e e d s o r t o th e e x te n t t o w hich th e r e s u l t s ap p ly t o t h e i r a school or resu lts rep lica tio n If co n ceiv ed , m ig ht p r o v id e m ight t h e n t a k e stu d y t o d eterm in e d eterm in e 9. to th e m ight own s i t u a t i o n . A void am biguous or e r r o r - l o a d e d q u e stio n n a ire s. Avoid a l s o r e s p o n s e s w h ic h c a n n o t be s c i e n t i f i c a l l y trea te d . C o n s u l t a n t h e lp and a s e r i e s an d /o r p i l o t s t u d y may e l i m i n a t e the of the an aly sis tria l of th e resu ltin g of p r e - t e s t s many p r o b l e m s d ata. A p relim in ary r e s e a r c h m ethodology i s e s s e n tia l to th e dev elo p m en t of a sound s tu d y d e s ig n . lim in ary in T h is p r e ­ i n v e s t i g a t i o n c o u ld p r o v i d e know ledge l e a d ­ ing t o th e im provem ent of p r o c e d u r e s in stru m en tatio n , d ata c o lle c tio n , such as sam pling, and m easurem ent tec h n iq u e s. 10. S e le c t ap p ro p ria te ing th e d a ta . m ethods o f m ea su re m e n t when t r e a t ­ F o r exam ple, ap p ro p ria te fo rm u la s f o r com puting c o n fid e n c e necessary dence for of th e in d ic atin g in te rv als the u se fu ln e s s d ata r e s u l t s . A gain, v arian ce are and c o n f i ­ c o n s u lta n t h elp 159 should e lim in a te any s e r i o u s problem s in d ata an aly sis. 11. Provide c o n tin u o u s study to a ll in fo rm a tio n of th e D eterm ine p r i o r i t i e s 13. In v estig a te 14. of needs fo r a c tio n p u rp o se s. and a n a ly z e id en tified c u ltu ra l of the concerned. 12. the sta tu s need p o ssib le in l i g h t causal reasons of e n v iro n m e n ta l for and changes. A ssess the id en tifie d needs in term s of a lte r n a tiv e so lu tio n s. 15. D evelop s t r a t e g i e s and p l a n s t o r e s o l v e need p ro b ­ lem s . 16. Im plem ent s o l u t i o n m ethods and s t r a t e g i e s . 17. E v alu ate changes so lu tio n m ethods and s t r a t e g i e s s tu d y 's T h is m ent, g o als in term s of th e e f f e c t i v e n e s s su g g e ste d approach d e a ls w ith p lan n in g , and e v a l u a t i o n . th o u g h t of as a co n tin u u m b u t r a t h e r cal in term s of th e and o b j e c t i v e s . im p lem en tatio n , sequence of step s. of It should, It d evelop­ s h o u l d n o t be as a c l o s e d - l o o p as p resen te d h ere, be c y c l i ­ and o n - g o in g . C o n clu d in g S ta te m e n t A co n tin u o u s and c o o p e r a t i v e sc h o o l program i s b a s ic tio n a l A study to ta l t o a w e l l p la n n e d and dynam ic e d u c a ­ p ro gram in a s o c i e t y w hich changing. assessm ent of the of th is type is co n stan tly sh o u ld lo o k t o and r a p i d l y s e e w h e r e we 1 60 have b e en , w h e r e we a r e now, T h ro u g h s u c h an a p p ro a c h , b o th the stre n g th s s h o u ld be p o s s i b l e cu rricu lu m im provem ent. u sed i n a c o n s t a n t and c o n t i n u o u s become p a r t of each e d u c a tio n a l use of a c o o p e r a tiv e l e a d e r s w i l l have survey, a means f o r v e r i f y i n g th esis is t h a t need a s s e s s ­ A second c o n c lu sio n th at a ll to rs hold fo r in la rg e lay c itiz e n s , co n clu sio n e ffectiv e is th a t fu rth er research is needs and a d m i n i s t r a ­ c h ild ren . A fin al n e e d e d t o r e v e a l m ore and e f f i c i e n t means o f c o n d u c t i n g c o n t i n u o u s weaknesses stu d ies p ercep tiv e teach ers, and f o r t h e i r im provem ent. of e d u c a tio n a l p ro ­ m easure upon th e th em selv es assessm ent s tu d ie s . ab le d a ta q u ality stu d e n ts, Through th e of a sch o o l. lead in g to c u rricu lu m the By u t i l i z i n g of previous stu d ies, c a n be g a t h e r e d . b o th the stren g th s p e r h a p s more v a l i d One g o a l o f s h o u l d be b a s e d u pon t h e p r e m i s e of th e p a s t and hunches and f o r ment c a n be a c a t a l y s t is M ethods e d u catio n al r e a l problem a re a s One c o n c l u s i o n o f t h i s th at assess a s s e s s m e n t must in stitu tio n . and s y s t e m a t i c ap p ro ach in g the p o s s ib le gram s d e p e n d s to and th e w e a k n e ss e s o f e d u c a t i o n a l p r o ­ gram s and t o p l a n f o r procedures it a n d w h e r e we n e e d t o g o . a ll need and and r e l i ­ need a sse ssm e n t th at the e d u c a tio n and p r e s e n t can n e v e r be a s s u r e d of m e e tin g th e e d u c a tio n a l needs of th e fu tu re. BLIOGRAPHY BIBLIOGRAPHY A c t i v i t i e s t o S t i m u l a t e and S u p p o r t I n n o v a t i o n in S c h o o ls T o d a y ( A S S I S T ) , Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t , D e t r o i t , M ich ig an , 1967. ASSIST. "An O p e r a t i o n a l P r o p o s a l , " J a n u a r y 15, 1967. __________ . " P r o j e c t Addendum, O p e r a t i o n a l G r a n t , Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t , " May 2 , 1 9 6 7 . Bloom, B e n j a m i n S . S t a b i l i t y a n d C h a n g e i n Human C h a r a c t e r ­ i s t i c s . New Y o r k : Jo h n W iley and Sons, 1962. B o y le s , L y le E ., and H e a g e rty , F r a n k . " S u r v e y Show s W here S u r v e y s W o r k , " N a t i o n ' s S c h o o l s . LXXVI ( A p r i l , 1 9 6 6 ) . C a m p b e l l , C l y d e M. "A D e m o c r a t i c S t r u c t u r e t o F u r t h e r D e m o c r a t i c V a l u e s , " P r o g r e s s i v e E d u c a t i o n , XXX (November, 1 9 5 2 ) . __________ . "Human R e l a t i o n s T e c h n i q u e s U s e f u l i n S c h o o l A d m i n i s t r a t i o n , " The A m e r i c a n S c h o o l B o a r d J o u r n a l , CXXX ( J u n e , 1 9 5 5 ) . Combs, A r t h u r W . , a n d S n y g g , D o n a l d . In d iv id u a l B eh av io r. New Y o r k : H a rp e r and B r o t h e r s , 1959. C o n a n t , J a m e s B. 1961. Slum s and S u b u r b s . New Y o r k : __________ . The A m e r i c a n H i g h S c h o o l T o d a y . M cG raw -H ill, 1959. M cG raw -H ill, New Y o r k : C o o p e r , D an H. "School S u r v e y s ," E n cy clo p ed ia of Educa­ t i o n a l R e s e a r c h . E d i t e d b y C h e s t e r W. H a r r i s . New Y o r k : The M a c m i l l a n C o m pany, 1 9 6 0 . C u b b e r l e y , E llw o o d P. E d i t o r ' s i n t r o d u c t i o n i n The S c h o o l S u r v e y b y J e s s e B. S e a r s . New Y o r k : H oughton M i f f l i n Co m pany, 1 9 2 5 . 161 __________ . " P u b lic S c h o o l A d m i n i s t r a t i o n ," T w enty-F ive Y ears o f A m e r i c a n E d u c a t i o n . E d i t e d b y I . L. K a n d e l . New York: The M a c m i l l a n Com pany, 1 9 2 6 . E l i o t , T. S . New Y o r k : " B u r n t N o r t o n , " C o l l e c t e d Poems 1 9 0 9 - 1 9 6 2 . H a r c o u r t , B ra c e and W o rld , I n c . , 1963. G i b s o n , F r a n k K . , a n d H a w k i n s , B r e t t W. " In te rv ie w s V ersus Q u e s t i o n n a i r e s , " The A m e ric a n B e h a v i o r a l S c i e n t i s t , N S-9-N S-11, S e p te m b e r - O c to b e r , 1968. G id d is, W illiam Jam es. "A S t u d y o f t h e M e t h o d s a n d P r o ­ c e d u r e s Used i n t h e S c h o o l S u rv e y S e r v i c e s a t M ic h ig a n S t a t e U n i v e r s i t y and O t h e r P u b l i c l y S u p p o r t e d B ig Ten U n iv e rsitie s." U npublished D o c to ra l D is s e r ta tio n , M ic h ig a n S t a t e U n i v e r s i t y , 1964. Good, H. G. A H i s t o r y o f A m erican E d u c a t i o n . Th e M a c m i l l a n C o m p an y, 1 9 6 2 . New Y o r k : H arap, H enry. "Do S c h o o l S u r v e y s P r o d u c e R e s u l t s ? " N a t i o n ' s S c h o o l s , XLIX ( M a r c h , 1 9 5 2 ) . The J u d d , C h a r l e s H. " C o n t r i b u t i o n s o f S c h o o l S u r v e y s , " The S c i e n t i f i c Movement i n E d u c a t i o n . T h irty -S e v e n th Y ear­ book of th e N a tio n a l S o c ie ty f o r th e Study of E d u c a tio n , P art I I . B loom ington, I l l i n o i s : P u b lic School P u b lish ­ i n g C o m p an y , 1 9 3 8 . __________ . "Sum m ary o f T y p i c a l S c h o o l S u r v e y s , " P l a n s f o r O r g a n i z i n g S c h o o l S u r v e y s W i t h a Summary o f T y p i c a l School S u rv ey s. T h i r t e e n t h Y earbook of th e N a tio n a l S o c ie ty f o r th e S tudy of E d u c a tio n , P a r t I I . B loom ing­ to n , I l l i n o i s : P u b l i c S c h o o l P u b l i s h i n g C om pany, 1 9 1 4 . Kemp, C. G r a t t o n . "A C o m p a r a t i v e S t u d y o f t h e N e e d S t r u c t u r e s o f A d m i n i s t r a t o r s , T e a c h e r s , and C o u n s e l o r s , " The J o u r n a l o f E d u c a t i o n a l R e s e a r c h , LVII ( A p r i l , 1 9 6 4 ) . K u r l a n d , N o r m a n D. " B e t t e r L o c a l Use o f T i t l e I I I , " T h e o r y In to P ra c tic e . E d i t e d b y J a c k R. F r y m i e r . Colum bus: C o l l e g e o f E d u c a t i o n , The O h i o S t a t e U n i v e r s i t y , 1 9 6 7 . L e t t e r t o J o h n W. G a r d n e r , S e c r e t a r y o f H e a l t h , E d u c a t i o n a n d W e l f a r e f r o m P r e s i d e n t L y n d o n B. J o h n s o n , J u l y 5, 1966. L e t t e r t o MOREL A s s o c i a t e D i r e c t o r H o u g h , f r o m a MOREL i n t e r v i e w e r r e g a r d i n g f e e l i n g s a b o u t i n t e r v i e w s done t o d a te . 163 L e t t e r t o O r g a n i z a t i o n T a s k F o r c e , f r o m MOREL D e v e l o p m e n t S t a f f , r e g a r d i n g P r o g r a m O v e r v i e w f o r D e c e m b e r 1, 1 9 6 6 D e c e m b e r 1, 1 9 6 7 , O c t o b e r 6 , 1 9 6 6 . L e t t e r t o Program T ask F o r c e , from D evelopm ent S t a f f o f MOREL, r e g a r d i n g M a j o r N e e d C a t e g o r i e s o f t h e R e g i o n , S e p t e m b e r 3 0, 1 9 6 6 . L e t t e r t o S t u a r t C. R a n k i n , D i r e c t o r o f MOREL, f r o m W i l l i a m A. S h u n c k , S u p e r i n t e n d e n t o f Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t , O c t o b e r 26, 1 9 6 6 . L e t t e r t o w r i t e r fro m R o b e r t Crowson, U n i v e r s i t y o f C h ic a g o , r e g a r d i n g d a ta c o l l e c t i o n and d a ta a n a l y s i s of th e Thomas S t u d y , Novem ber 12, 1 9 6 8 ; and w r i t e r ' s p e r s o n a l n o t e s f r o m a n i n t e r v i e w w i t h R o b e r t C r o w s o n , N o v e m b e r 6, 1968. M cQ uade, W a l t e r ( e d . ) . S c h u s t e r , 1958. S choolhouse. New Y o r k : Sim on and M ich ig an D epartm ent of E d u c a tio n . A S ta te P lan f o r S u p p le­ m e n ta ry E d u c a t i o n a l C e n te r s and S e r v i c e s p u r s u a n t t o th e p r o v i s i o n s o f T i t l e I I I o f P u b l i c Law 8 9 - 1 0 , o f t h e E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A ct, as amended by S e c t i o n 1 3 1 , P u b l i c Law 9 0 - 2 4 7 , 1 9 6 8 . __________ . " M i c h i g a n S c h o o l F i n a n c e i n t h e N e w s : A C o lle c ­ t i o n of R e le a s e s C o v e rin g M ajor A s p e c ts of th e M ic h ig a n School F in an ce S tu d y ," 1968. __________ . " M i c h i g a n S c h o o l F i n a n c e S t u d y Q u e s t i o n n a i r e ; I n te r m e d i a t e S chool D i s t r i c t S u p e r i n te n d e n t s ," M ichigan S c h o o l F i n a n c e S t u d y , J . A la n Thomas, E x e c u t i v e D i r e c t o r . S t a t e of M ichigan D ep artm en t of E d u c a tio n , L an sin g , M ich ig an . __________ . R e p o r t t o t h e L e g i s l a t u r e o n t h e F e d e r a l E l e m e n ~ t a r y and S e c o n d a ry E d u c a t i o n Act o f 1 9 6 5 . S t a t e Board o f E d u c a tio n , D e p artm en t o f E d u c a tio n , L a n sin g , M ichigan, A p r i l 1, 1 9 6 7 . M ichigan E d u c a tio n D i r e c t o r y L an sin g , M ich ig an, 1967. and B u y e r 's Guide M ichigan-O h io R e g io n a l E d u c a tio n a l L a b o ra to ry D e t r o i t , M ichigan, 1966. 1967-68. (MOREL). M ich ig an S t a t e D epartm ent o f E d u c a tio n . "L eg islativ e P r o p o s a l s f o r S e c o n d ary A rea V o c a t i o n a l E d u c a ti o n P r o g r a m s , " F e b r u a r y , 1967 164 M o r p h e t , E d g a r L. "How t o C o n d u c t a S c h o o l S u r v e y , " S c h o o l E x e c u t i v e , LXVII ( A p r i l , 1 9 4 8 ) . The O p e r a t i o n a l P r o c e s s Agenda d e v e l o p e d by P l a n n i n g C o m m itte e a t F a i r l a n e , M ichigan-O hio R e g io n a l E d u c a tio n a l L ab o ra­ t o r y , S e p te m b e r 14, 1 9 6 6 . PACE R e p o r t ; A Look a t E v a l u a t i o n . E a s t e r n I l l i n o i s D evelopm ent and S e r v i c e U n it, C h a r l e s t o n , I l l i n o i s , November, 1967. Parker, C ecil J. C u rricu lu m in A m erica. C r o w e l l a n d C o m p any , 1 9 6 2 . New Y o r k : Thomas __________ , M en g e, W i l m e r , a n d R i c e , T h e o d o r e D. The F i r s t F iv e Y ears o f th e M ich ig an S e c o n d ary S tu d y . L an sin g , M ichigan: M ich ig an S tu d y of th e S eco n d ary S chool C u rric u lu m , 1942. Pond, M i l l a r d Z ., and W a k e f i e ld , How ard. C itiz e n s Survey T h e ir School Needs: A D e s c r i p t i o n and A n a ly s is o f th e Survey A c t i v i t i e s of C it i z e n s in Three A d jacen t S chool D i s t r i c t s in O h io . Colum bus: C o lleg e of E d u catio n U n i v e r s i t y P r e s s , The O h io S t a t e U n i v e r s i t y , 1 9 5 4 . P r o g r e s s R e p o r t — "T h e D e v e l o p m e n t o f t h e M i c h i g a n - O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y , " S e p t e m b e r 1, 1 9 6 6 . R a s m u s s e n , G e r a l d R. "The E d u c a t i o n a l C o n s u l t a n t and E d u c a t i o n a l P l a n n i n g , " The A m e r i c a n S c h o o l B o a r d J o u r n a l , CXLVII ( S e p t e m b e r , 1 9 6 3 ) . R ice, Theodore Secondary Secondary E d u catio n , D . , a n d F a u n c e , R o l a n d C. The M i c h i g a n S tu d y . A R e p o rt of th e M ichigan S tu dy of th e S chool C u rricu lu m 1937-1945. S t a t e Board of L a n s in g , M ic h ig a n , 1945. Roaden, 0 . P a u l. "S urveys— V aluable Tool fo r P la n n e rs ," A m e r i c a n S c h o o l a n d U n i v e r s i t y , XXXVII (May, 1 9 6 5 ) . S chool F in a n ce and E d u c a tio n a l O p p o r tu n ity in M ic h ig a n : M ichigan S ch o o l F in a n c e S tu d y . A r e p o r t by J . A la n Thomas, M i c h i g a n D e p a r t m e n t o f E d u c a t i o n , L a n s i n g , M ich igan , 1968. S e a r s , J e s s e B. "The S c h o o l S u r v e y M o v e m en t," M odern S c h o o l A d m i n i s t r a t i o n . E d i t e d b y J o h n C. A l m a c k . New Y o r k : H o u g h to n M i f f l i n Company, 1 9 3 3 . S t r a h a n , R i c h a r d D . , a n d T o d d , E u g e n e A. "E d u catio n al I m p r o v e m e n t T h r o u g h R e s e a r c h , " E d u c a t i o n , LXXXVI (January, 1966). The C o n c e p t o f t h e L a b o r a t o r y . A s t a t e m e n t by th e p l a n n in g and d e v e lo p m e n t team o f th e M ic h ig a n -O h io R e g io n a l E d u c a t i o n a l L a b o r a t o r y , J u n e 30 , 1 9 6 6 . (E xperim ental D r a f t .) The D e v e l o p m e n t o f t h e M i c h i g a n - O h i o R e g i o n a l E d u c a t i o n a l L a b o r a t o r y , S e c o n d R e p o r t ( s e e A p p e n d i x A ), O c t o b e r 24 , 1966. U .S .O .E . G u i d e l i n e s f o r T i t l e IV. ( T a k e n f r o m a MOREL w o r k i n g p a p e r , The C h a r g e t o t h e T a s k F o r c e o n O r g a n i z a tio n .) Van D a l e n , D e o b o l d B. U nderstanding E d u c a tio n a l R e se a rc h . New Y o r k : M c G r a w - H i l l B o o k C o m p an y, I n c . , 1 9 6 2 . W arner, 0 . Ray. " A s s e s s m e n t and Long Range P l a n n i n g , " PACE R e p o r t , R i c h a r d I . M i l l e r , D i r e c t o r , P r e s i d e n t ' s N a t i o n a l A d v i s o r y C o u n c i l C o n f e r e n c e on I n n o v a t i o n , V o l . I I , No. 1, O c t o b e r , 1 9 6 8 . Wayne C o u n t y I n t e r m e d i a t e S c h o o l D i s t r i c t ' s T i t l e I I I E n d o f B u d g e t P e r i o d R e p o r t , No. 4 0 9 2 , S e p t e m b e r 2 6 , 1968. W r ite r 's p e rso n a l no tes of a c o n v e rsa tio n w ith C harles K r o m e r , C o o r d i n a t o r , I n f o r m a t i o n S y s t e m , MOREL, D ecem ber 12, 1 968. APPENDICES APPENDIX A MICHIGAN MAP— FOURTEEN SAMPLED AREAS 1 ONTONAGON BARAGA _) GOGEBIC J----- J I , IR O N I XIV ' LUCE MARQUETTE CHIPPEWA ALG ER [SCHOOLCRAFT 'W c k In s o n I _________ \MACKINAC DELTA MENOMI­ NEE EM M E T CHfBOTGANi \PRESQUE LSI I CHARLEVOIX A N T R IM ^ A J C T W J p T S E G O \MONTMOR- \ALPENA ENCY x a SXA ZRAVWFORtiXOSCODA A N /S T E E \W E XFO RD 'MISSAUKEE RO SC O M - ' OGEMAW MON M A SO N O SC EO LA LAKE \ A LC O N A X I I BENE/E H T a v ERSEI CLARE \ IOSCO \G LAO W IN \A R E N A C h L— — O C EAN A ■N E W A YG O M E C O ST A H URON I S A B E L L A ' M ID LA N D TU SC O LA I S A N IL A C .n ---------- M USKE GON G R A T IO T MONTCAL 1s A C IN AW KENT IO N IA TTAWA T. C LAIR C L IN T O N IE HI AW A S - \ SFC A ALLEG AN OAKLAND BARRY E A TO N I ING HAM LIVINGSTON JA C K S O N W ASH TEN AW I W A Y N E IX VA N B U R E N KALAMAZOO CAL H O U N I I S T JO SEP H . B R A N C H B E R R IE N i 166 llsd ale , len . M O N RO HACOMB APPENDIX B I n t e r v i e w N o . ______ SURVEY OF NEEDS, RESOURCES, AND SUGGESTIONS fo r the MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY Summer, In terv iew 1. Id en tific atio n 1966 S ch ed u le of In te rv ie w e e Name a n d A d d r e s s o f O r g a n i z a t i o n : D a t e _________ Time K ind o f O r g a n i z a t i o n (purpose): S ize of O rg a n iz a tio n : No. o f e m p l o y e e s : ______ Names o f p e r s o n s S c h o o l s : _______ P u p ils: in terv iew ed : 1 . ___ Name____________________________ P o s i t i o n ______________ A d d r e s s ___________________________________________________ 2 . ___ Name____________________________ P o s i t i o n ______________ A d d r e s s ___________________________________________________ 3 . ___ Name____________________________ P o s i t i o n ______________ A d d r e s s___________________________________________________ 4. Name____________________________ P o s i t i o n ______________ A ddress 167 I n t e r v i e w N o. I n te r v ie w Schedule Page 3 MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY 3. L earner. I n y o u r o p i n io n w hat a re th e m ost p r e s s i n g needs of le a r n e r s in your o rg a n iz a tio n ? (learn in g , needs) so cial, h ealth , p sy ch o lo g ical, o p p o rtu n ity ( I n t e r v i e w e e may p r e f e r "problem s" t o "n eed s") * (Can n e e d s b e c l a s s i f i e d a s r e q u i r i n g r e s e a r c h , d e v e l o p m e n t , d if f u s io n , an d /o r u t i l i z a t i o n p ro c e ss e s? ) (R, Dv, D f , U) I n t e r v i e w No. In terview Schedule Page 4 MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY 4. S ta ff. T he f i r s t s e t o f q u e s t i o n s a b o u t your o rg a n iz a tio n d eals w ith n e ed s. a. the staff of I n y o u r o p i n io n w hat a re t h e m ost p r e s s i n g n e e d s r e g a r d i n g t h e s t a f f o f y o u r o r g a n i z a t i o n who d o the a c tu a l te a c h in g ? (know ledge, s k i l l , d i s p o s i t i o n f o r i n n o v a tio n and change, q u a l i f i c a t i o n , c e r t i f i c a ­ tio n , re c ru itin g , tra in in g ) I n t e r v i e w N o . ______ I n t e r v i e w S c h e d u l e Page MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY 4. b. I n y o u r o p i n i o n w h a t a r e t h e most p r e s s i n g n e ed s re g a rd in g s p e c i a l i s t s fo r your o rg a n iz a tio n , sp e cifica lly : (1) sp e cia lists in re se a rc h ? (2) s p e c i a l i s t s in developm ent? (in n o v atio n , p ro g ra m d e v e lo p m e n t and d e s ig n ) (3) sp e c ia lists sem in atio n , (4) s p e c i a l i s t s in u t i l i z a t i o n of id e a s? (tria l, im p lem en tatio n , i n s t a l l a t i o n , e s ta b lis h m e n t) (5) o th er in d i f f u s i o n of p ro g ram ? d em o n stratio n ) sp e cia lists (d is­ I n t e r v i e w N o . _________________ I n t e r v i e w S c h e d u l e Page MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY 4. c. In your o p in io n what a re reg ard in g ad m in istrato rs sp e cifica lly : (1) needs fo r (2) problem s t h a t t h e most p r e s s i n g n e e d s of your o rg a n iz a tio n , a d m in istrativ e a b ility ? a d m in istrato rs have? APPENDIX C I n t e r v i e w N o . ________ SURVEY OF NEEDS, RESOURCES, AND SUGGESTIONS FOR THE MICHIGAN-OHIO REGIONAL EDUCATIONAL LABORATORY Summer, 1966 R eport Sheet fo r In te rv ie w e r D ate o f I n t e r v i e w : __________________ I n t e r v i e w e r ______________ Name o f O r g a n i z a t i o n : ______________________________________________ P e r s o n s I n t e r v i e w e d : _______________________________________________ 1. W h at w a s t h e m a j o r c o n c e r n o r t h r u s t 2. R ecord your s u b j e c t iv e feelin g s 172 of the about th e in te rv iew ? in te rv ie w . APPENDIX D WAYNE COUNTY INTERMEDIATE SCHOOL DISTRICT TITLE I I I PROJECT In terv iew S chedule Q u estio n : What a r e th e m ost c r u c i a l e d u c a t i o n a l n e ed s i n Wayne C o u n t y ? D e fin itio n : E d u c a tio n a l n eed s are d e f i n e d as th o s e e x p e r i e n c e s of th e s c h o o l c h i l d w hich a re p la n n e d by s c h o o l p e r s o n n e l . The fo cu s of th e q u e s tio n r e l a t e s t o th o s e c h i l d r e n found in r e g u l a r c l a s s r o o m s , g r a d e s K -12, o f t h e p u b l i c and n o n ­ p u b l i c s c h o o l s o f Wayne C o u n t y . Name o f I n t e r v i e w e r : Name o f I n t e r v i e w e e : R e sp o n se (s) g ath ered : _O ccupation: 1. F ace-to -face 173 2. T e le p h o n e APPENDIX E DEPARTMENT OF EDUCATION Lansing, Michigan ESEA Title III Needs Study - August 1968 INSTRUCTIONS To: The Respondent This instrument is designed for a two-fold purpose: (1) to determine the educational needs of the State of Michigan, and (2) to provide infor­ mation to the State Department of Education for planning long-range strategies to meet these needs through the funding of ESEA Title III Projects. Your school has been selected to participate in this study as one of the schools to represent your State Area. This instrument is divided into two major categories: PARTICIPANT NEEDS, and (2) PROGRAM NEEDS. (1) This division will provide information for the analysis of curriculum needs for various types of students. The second category, PROGRAM NEEDS, has been subdivided into three sections: (A) Program Needs for the Learner, (B) Program Needs for the Teacher, and (C) Program Needs for the Administrator. This sub­ division will provide a conceptual framework for the analysis and assess­ ment of obtained data. Please respond to each item according to your perception of its importance in your school and the community served by your school. Each item should be considered on a seven point scale of need priority. Lowest need priority should have a rating of one (1); highest need priority a rating of six (6). Circle Column 7 - No Opinion - only if you cannot re­ spond to other parts of the rating scale. At the end of the first category, and likewise at the end of each division of the second category, space is provided for you to add and rate important needs that were not listed. 174 CURRICULUM IMPROVEMENT NEEDS STUDY PLEASE PROVIDE THE FOLLOWING INFORMATION BY CHECKING THE APPROPRIATE BOX. THIS DATA WILL BE USED FOR ANALYSIS OF THE DATA OBTAINED FROM THE INSTRUMENT. 1. Respondent's Position (1) A / Superintendent or representative (2) / / Principal or representative (3) r / Teacher (4) / / PTA Member orOther Community Representa­ tive / 2. 7 Other_______________________ (Specify) School Enrollment (1) ZH7 0 - 199 (2) ZZ7 200 - 399 (3) ZH7 400 - 599 (4) jz j 600 - 799 (5) CO 800 - 999 (6) r~ 7 1000 - 1199 (7) CO 1200 - Over PARTICIPANT NEEDS The following is a list of frequently mentioned student needs in Michigan Public Schools. Please rate each need for your school, and the community related to your school, on the degree of need as it is perceived by you. Circle o n e , and only one, rating. Circle Column 7 - No Opinion - only if you cannot respond to other parts of the rating scale T3 z a) 0) a> z 4J •H 4J O •H U rH •H Z> U a> QJ T3 •H H CU 4-1 CO CO Z5 Z a) i—i rt CJ •H 4-1 O 53 Z> cO •H C o u o d o PH a> T3 CU •H cu 35 Z 00 0£ •H S3 •H c •H Pu O O z 1 2 3 4 5 6 7 1 2 3 4 5 6 7 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Provisions for cognitive (mental) and motor (physical) experiences and exercises in decision-making, a prerequisite for the solving of problems. 23. SKILL DEVELOPMENT IN READING Skill development in reading speed and com­ prehension for all students from the remedial to the gifted. 24. SKILL DEVELOPMENT IN COMMUNICATION 1 Communication skills refers to the develop­ ment of verbal and non-verbal communication such as speaking, listening, writing. 25. STUDY HABITS Study habits refer to planning for study time, interrelating of material learned to one's experience, and understanding, analysis, and assessment of material. 26. MENTAL AND PHYSICAL HEALTH OF STUDENTS — — Mental and physical development in the class­ room includes services such as the school nurse, social workers, psychologists, dentists, and guidance counselors. 27. DIAGNOSTIC AND TREATMENT SERVICES FOR THE PHYSICALLY, EMOTIONALLY AND MENTALLY HANDICAPPED These services call for the provision of qualified personnel and adequate facilities in the diagnosis and treatment of the physically, emotionally, and mentally handicapped. An additional aspect in­ cluded in this area would consider the involvement of community agencies in serving the handicapped. - 5 - J . / 33 XI T3 03 a) rH Z Z X 00 •H rH C/3 o Z 28. STUDENT RELATIONSHIPS WITH THE SCHOOL AND THE COMMUNITY a) X3 u •rl 4J •rH 03 4J 4J a> C O X 03 M a) 0) 0) 0) 03 z z XI X) a o o z 1 2 a) 3 >> j- i •H U z (U T3 03 0) 4H •rl |m o •rH V m Pm o •rH M Pm 3 o •rH c •rH 4J 03 ai X 00 X X) ot 03 03 o. o o •H •rH u 33 33 Z z 4 5 6 7 Provisions for students to participate in school and community affairs (e.g. , community government d ays, community civic activities, service groups). 29. VOCATIONAL EDUCATION PROGRAMS 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Course offerings ranging from usable household skills to job entry skills for all students. 30. EQUAL EDUCATIONAL OPPORTUNITIES Curricular offerings (courses, content, activi­ ties, etc.) should be designed both in and out of the classroom to meet the needs of each educationally and economically deprived student. 31. INDIVIDUALIZED INSTRUCTION Individualized instruction includes those ex­ periences involving close pupil-teacher contact to meet the goals and objectives of the learner. 32. CURRICULAR OFFERING FOR POTENTIAL DROPOUTS The improvement of the instructional program for those identified as potential dropouts (e.g., supervised work experience, part-time employment, and experimental classes). 33. 34. ..................................... .............. 1 (Specify Other) ............. 1 2 2 3 3 4 5 4 6 5 7 6 7 35. 1 2 3 4 5 6 7 36. 1 2 3 4 5 6 7 37. 1 2 3 4 5 6 7 - 6 - JLOCJ *0 a) 0) :z TJ a) a> 55 cfl ■u B. o PROGRAM NEEDS FOR THE TEACHER 38. 55 DATA PROCESSING AND/OR COMPUTER ASSISTED INSTRUCTION •U a) a) 55 4J J5 toO •r4 rH CO T3 rt M a> £> rt OJ o •rH 4J O 55 •rl CO a o CJ O •H M PM J5 00 •H 5d 5*. 4-1 •H )-l o •H M P-i 4J CO Z a) rH a) CD 33 u on •H •H 4-1 rH O cn 53 "O CD CD 53 (D rH .o CD 54 TJ CD CD 53 5h 4J •rH M o •H 5c CD H3 •H PH 4-1 •pH 54 o •H 54 Pc 4-1 CO CD CO .C jz H 3 C 00 0£ (D o •rH •rH CD CJ 35 35 S3 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 e O ■H c •rH a. o o z Willingness of staff to accept change and experiment with new ideas, methods, pro­ cedures and technology. 45. DEVELOPMENT OF A TEACHER'S POSITIVE SELFCONCEPT The extent to which the teacher feels acceptance in his work group, experiences success and recog­ nition, has genuine self-respect, and is proud he is in the education profession. 46. ATTITUDE TOWARD PUPILS Adequate understanding of student learning and behavior problems with empathy and compassion for each student. C. 47. ..................................... .............. (Specify Other) 2 3 4 5 6 48. ..................................... .............. 2 3 4 5 6 49. ..................................... .............. 2 3 4 5 6 50. ................................................... 2 3 4 5 6 51. ............. 2 3 4 5 6 PROGRAM NEEDS FOR THE ADMINISTRATOR___________________________________________ 52. STAFF HOLDING POWER 1 2 Reducing staff turnover and maintaining good professional and nonprofessional staff. - 8 - 3 4 5 6 7 182 CO (U a •rl a> rH XI c0 G CU TO •H CO 2 CJ •U o G o cu Priority TO a) TJ 0) (0 2 TO a) 2 •U •rl O •rl pL, JO 00 •rl EG Highest Need TO TO 0) (0 2 3 A 5 6 7 3 4 5 6 7 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Ability to attract staff with the skills, knowledge and experience necessary for an effective school program. 54. STAFF RELATIONS AND COMMUNICATION 1 2 Cooperation, understanding and interaction among associates, superiors and subordinates. 55. INCREASED PROFESSIONAL, PARA-PROFESSIONAL AND OTHER STAFF 1 2 Increasing the number of teachers, teacher aides, secretaries, maintenance people and others necessary serve the school program. to 56. COMMUNITY AGENCIES Utilization of agencies in the community to supplement the services provided by schools (e.g., social work agencies, health agencies, industries, public agencies). 57. COMMUNITY RELATIONS AND COMMUNICATION Cooperation, understanding and interaction between school administrators and the community. 58. PRE-KINDERGARTEN School sponsored programs providing enrichment and developing readiness in meeting educational tasks upon school entry. 59. STUDENT EVALUATION A program for effective school and/or districtwide evaluation of student progress. - 9 - TO a) a) 55 cfl 4J o 53 60. CURRICULUM CONSULTANTS TO a) a) 53 •U 45 00 •H rH Cfl TO a) a) 53 a) tH 43 CO a) CJ •H 4-1 o TO a) a> a a) rH 43 CO M a) •H CO e o u 1 2 TO a> 0) a !>» 4J •H O ■H M Pm 4-1 •H M O •H M a 4J CO 0) 45 b£ •H a 45 bO •H a TO 0) 0) a (5 O •H (5 •H P. O O a 3 4 5 6 7 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 3 4 5 6 7 3 4 5 6 7 Professional and nonprofessional consultants such as local educators, laymen, district and/or intermediate office personnel, university pro­ fessors, and state and federal consultants. 61. IN-SERVICE EDUCATION FOR ADMINISTRATORS 1 2 Academic training, internships, and other learning experiences appropriate to enhance the adminis­ trator's skill and perceptions in dealing with various aspects of the total program (e.g., work­ shops, field trips, classes, reading). 62. KNOWLEDGE AND EXPERIENCE IN THE TEACHINGLEARNING PROCESS The degree instructional programs are based on psychological principles of learning and human growth and development. 63. LEADERSHIP IN CURRICULUM IMPROVEMENT The skill and knowledge to work with and involve groups in curricular improvement and construction. 64. EFFECTIVE USE OF TIME FOR THE ESSENTIAL ELEMENTS 1 2 OF ADMINISTRATION Time necessary for carrying out professional leadership tasks as opposed to those of a non­ professional and/or secretarial nature. 65. STATE AND FEDERAL PROGRAMS FOR SUPPLEMENTARY EDUCATIONAL SERVICES 1 2 The extent to which State and Federal aid is needed to assist educational programs. 66. 1 (Specify Other) - 10 - 2 3 4 5 6 7 —I O' O' O' O 'O 00 —I H cr H- CD T> co ►—* ro o 72 Hco O o CL H3 JQ HVi i-h o rf CT ro co 73 O CU o ro i-ti o f-t CL cu rt CU 74 ■a o O ro CD CD 75 H0 N T) 1-* tt> CU CO J—* H-* ► —* H-* Not a Need ro ro ro ro Slight Need £ H H* U> u> U> U) Noticeable Need -o ■c- ■p - Considerable Need in it. 76 (D a. o 0 n Ln Ln Ln Ln High Priority Need r+ 77 te 78 Highest Priority Need No Opinion STATE OF MICHIGAN DEPARTMENT OF EDUCATION Lansing, Michigan 4 8 9 0 2 STATE BOARD OF EDUCATION EDWIN L. NOVAK, O.D. President MARILYN JEAN KELLY Vice President PETER OPPEWALL IRA POLLEY Secretary sferletenient of Public Instruction CARMEN L. DELLIQUADRI Treasurer A u g u st 19, LEROY G. AUGENSTEIN THOMAS J. BRENNAN CHARLES E. MORTON JAMES F. O’NEIL 1968 GOV. GEORGE ROMNEY Ex-Officio Dear S u p e rin te n d e n t: We a r e a s k i n g y o u r a s s i s t a n c e i n c a r r y i n g o u t t h e a d m i n i s ­ t r a t i o n o f t h e ESEA T i t l e I I I S t a t e P l a n i n M i c h i g a n . The O ffic e of E d u catio n r e q u ir e s t h a t each s t a t e p a r t i c i p a t i n g in th e program co nduct a stu d y of th e p r i o r i t y c r i t i c a l e d u c a t i o n a l n e e d s a t t h e e l e m e n t a r y , j u n i o r h i g h , and s e n i o r h i g h s c h o o l l e v e l s i n t h e s t a t e and d e v e lo p l o n g - r a n g e s t r a t e g i e s f o r m eetin g th e s e i d e n t i f i e d n eed s. The s t a t e a d v i s o r y c o u n c i l f o r t h i s p r o g r a m and t h e s t a f f o f th e D epartm ent o f E d u c a tio n have d e v elo p ed a t h r e e - p h a s e p r o ­ gram f o r th e f u l f i l l m e n t o f t h i s r e q u i r e m e n t . Phase I w i l l c o n s i s t of a stu d y of needs w ith in th e s t a t e by r e g io n s . In P h a s e I I a d e t a i l e d a n a l y s i s w i l l b e made o f e a c h n e e d , a n d e d u c a t i o n a l p ro g ra m s t o m eet t h e n e e d w i l l be p r o j e c t e d . I n v o l v e d i n t h e s e recom mended p ro g ra m s w i l l be s u g g e s t i o n s f o r co m b in in g th e r e s o u r c e s of l o c a l and i n t e r m e d i a t e d i s ­ t r i c t s and of th e S t a te D epartm ent of E d u c a tio n . Phase I I I w i l l c o n s i s t of s p e c i f i c f o llo w -u p p la n s t o be c a r r i e d o u t in th e v a r i o u s r e g i o n s in th e s t a t e b a se d upon th e recom ­ m e n d a tio n s f o r m u l a t e d i n t h e f i r s t two p h a s e s o f t h e p ro g ra m . Your c o o p e r a t i o n and h e l p a re n eed ed , p a r t i c u l a r l y i n P h a se s I and I I o f t h i s program . To c a r r y o u t P h a s e I t h e s t a t e h a s b e e n d i v i d e d i n t o 14 r e g i o n a l s t u d y a r e a s a n d w i t h i n e a c h r e g i o n a random sam ple o f e l e m e n t a r y , j u n i o r h ig h , and s e n i o r h i g h s c h o o l s h a s b e e n made. The s c h o o l ( s ) o f y o u r d i s t r i c t i n d i c a t e d on t h e e n c l o s e d f o r m ( s ) h as b e e n s e l e c t e d f o r i n c l u s i o n in th e sam p le. I f you approve of i t s i n c l u ­ s i o n , p l e a s e c o m p le te t h e a t t a c h e d f o rm (s ) and r e t u r n i t t o 185 186 P a ge 2 t h i s o f f i c e by th e d a t e i n d i c a t e d . A m em ber o f t h e S t a t e D ep artm en t o f E d u c a tio n s t a f f w i l l c o n t a c t you in th e n e a r f u t u r e by p h o n e t o p r o v i d e more i n f o r m a t i o n a n d t o a r r a n g e an i n t e r v i e w w i t h you and d e l i v e r t h e s u r v e y f o r m s . These fo rm s a r e t o be c o m p l e t e d by you, t h e b u i l d i n g p r i n c i p a l , a r e p r e s e n t a t i v e o f t h e t e a c h i n g s t a f f , and a l a y p e r s o n c o n ­ n e cted w ith th e sch o o l. A ll in fo rm a tio n g a th e re d w il l rem ain c o n f i d e n t i a l . D a ta w i l l be r e p o r t e d o n l y on a r e g i o n a l and s t a t e - w i d e b a s i s . T here w i l l be no r e p o r t i n g on i n d i v i d u a l s c h o o l s . The s e c o n d k i n d o f h e l p t h a t we w o u l d l i k e t o h a v e f r o m y o u is to secure your p a r tic ip a tio n , or th a t of your r e p r e s e n ta ­ t i v e , in Phase I I of th e program . In t h i s phase, long-range program s f o r m ee tin g th e i d e n t i f i e d needs w i l l be d ev elo p ed by g ro u p s o f l o c a l e d u c a t i o n a l l e a d e r s , i n c l u d i n g a d m in is ­ t r a t o r s o f sc h o o ls s e l e c t e d f o r th e stu d y in Phase I , o u t ­ s t a n d i n g c o n s u l t a n t s o f n a t i o n a l s t a t u r e , an d members o f t h e S t a t e D epartm ent of E d u c a tio n . One s p e c i f i c o u t c o m e a n t i c ­ i p a t e d from Phase I I a c t i v i t i e s i s th e d evelopm ent of T i t l e I I I p r o je c t p ro p o s a ls r e l a t e d t o th e needs i d e n t i f i e d in the reg io n s. May we c o u n t o n y o u r c o o p e r a t i o n in t h i s a c tiv ity ? S in c e re ly yours, F e r r i s N. C r a w f o r d A sso ciate S u p erin ten d en t B ureau of E d u c a tio n a l S e rv ic e s 187 MICHIGAN ESEA TITLE I I I D istrict NEEDS STUDY School Dear S u p e r in te n d e n t: The a b o v e s c h o o l h a s b e e n s e l e c t e d o n a r a n d o m b a s i s f o r i n c l u s i o n i n t h e ESEA T i t l e I I I n e e d s s t u d y . We r e q u e s t your p e rm iss io n t o have t h i s sc h o o l in c lu d e d in t h i s stu d y . I a u t h o r i z e th e s c h o o l t o be in c lu d e d and u n d e rs ta n d t h a t a d d itio n a l in fo rm a tio n r e l a t i n g t o th e d e t a i l s of th e study w i l l b e s u p p l i e d me b y a D e p a r t m e n t o f E d u c a t i o n r e p r e s e n t a ­ tiv e . Sig n atu re T itle R e tu r n To: By: Don E . G o o d s o n , ESEA T i t l e I I I , S t a te D epartm ent of E d u c a tio n L a n s in g , M ic h ig a n , 48902 A u g u st 26, 1968 APPENDIX G CODING SYSTEM— NEEDS STUDY QUESTIONNAIRE EXPENDITURE LEVEL AREA I II III IV V VI V II V III IX X XI X II X III XIV = = = = = = = = = = = = = = 01 02 03 04 05 06 07 08 09 10 11 12 13 14 (page 11) TYPE OF SCHOOL 1 = Above $ 5 1 0 1 = E lem entary 2 = Below $510 2 = J u n i o r High 3 = S e n i o r H igh PUBLIC OR NON-PUBLIC 1 = P ublic SCHOOL Code Nu m be r o f t h e S c h o o l 2 = N o n -P u b lic 188 APPENDIX H TO: THE ADMINISTRATOR RE: INSTRUMENT DISTRIBUTION FOR MICHIGAN ESEA TITLE I I I NEEDS STUDY The e n c l o s e d s u r v e y uted to th e of the fo llo w in g fo u r schools se lec te d in stru m en ts in d iv id u a ls for th is (or h i s a sso c ia te d w ith each study: 1. SUPERINTENDENT 2. PRINCIPAL 3. TEACHER ( b u i l d i n g r e p r e s e n t a t i v e o rg an izatio n ) 4. LAY PERSON ( o f f i c e r (or h i s a ssista n t) a ssista n t) schools in t h is stu dy . fo ld ed , in se rte d and r e t u r n e d t o Then, Up o n c o m p l e t i o n , the he s h o u l d g i v e PR IN C IP A L(S) in h is d i s t r i c t and s e a l e d larg e packet of of each of the envelope a lso f i l l sch o o l. 1 89 p a rticip a tin g fo r th e sch o o l. in stru m en ts to th e t o a TEACHER a n d a LAY PERSON f r o m h i s for h is are sm all e n c lo se d envelope resp ec tiv e The PRINCIPAL s h o u l d o u t an i n s t r u m e n t f o r th at T h e PRINCIPAL s h o u l d d i s t r i b u t e above). o rg an izatio n ) e a c h i n s t r u m e n t s h o u l d be in the o rig in a l th e of te a c h e r of p a re n t-te ac h er T h e SUPERINTENDENT s h o u l d f i l l each of th e s h o u ld be d i s t r i b ­ sch o o l(s). a survey school out instru m en t (as l i s t e d an in s tr u m e n t Up o n c o m p l e t i o n , sm all s e a le d en v elo p e s in d iv id u a ls the PRINCIPAL s h o u l d c o l l e c t from e a c h of th e and f o r w a r d th em i n th e afo rem en tio n ed fo u r larg e E very sc h o o l in your d i s t r i c t th at stu d y sh o u ld have f o u r in stru m en ts survey is e n clo se d en velope. p a rticip a tin g com pleted. RETURN TO: ESEA T i t l e I I I S ta te D epartm ent of E d u c a tio n L an sin g , M ich ig an 48902 BY: Septem ber 10, 19 6 8 the in t h is APPENDIX I ESEA TITLE I I I STUDY PRINT OUT INFORMATION The d a t a p r i n t o u t s h o u l d c o n s i s t o f l i s t s o f w e i g h t e d a v e r a g e s c o r e e s t i m a t e s w i t h 90 p e r c e n t c o n f i d e n c e l i m i t s and p e r c e n t a g e o f "se v en " r e s p o n s e s f o r t h e v a r i o u s "need" su rv e y ite m s. A s e p a r a t e l i s t o f s u c h s c o r e s s h o u ld be r e p o r t e d fo r the v a rio u s s t r a t a of i n t e r e s t fo r each of th e fo llo w in g school resp o n d en t co m b in atio n s: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. ranked 1. 2. 3, 4, 5, I. S u p erin ten d en t P rin c ip a l Teacher Lay P e r s o n S u p erin te n d en t + P rin c ip a l S u p erin te n d en t + Teacher S u p e r i n t e n d e n t + Lay P e r s o n P rin c ip a l + Teacher P r i n c i p a l + Lay P e r s o n T e a c h e r + Lay P e r s o n S u p erin ten d en t + P r in c ip a l + Teacher S u p e r i n t e n d e n t + P r i n c i p a l + L ay P e r s o n P r i n c i p a l + T e a c h e r + L ay P e r s o n S u p e r i n t e n d e n t + T e a c h e r + Lay P e r s o n S u p e r i n t e n d e n t + P r i n c i p a l + T e a c h e r + Lay P e r s o n Each of th e l i s t s of s c o re s c a l le d in f i v e d i f f e r e n t ways: R anking R anking R anking R anking R anking #52-65. of of of of of for s h o u l d be P a r t i c i p a n t Need S c o r e s # 3 - 1 2 . P ro g ram Need I te m S c o r e s # 1 8 - 6 5 . L e a r n e r P ro g ra m Need I te m S c o r e s # 1 8 -3 2 T e a c h e r P ro g ram Need Ite m S c o r e s # 3 8 -4 6 , A d m i n i s t r a t o r P ro g ra m Need I t e m S c o r e s STATE-WIDE DATA W e i g h t e d A v e r a g e S t a t e E s t i m a t e s w i t h 90 p e r c e n t C o n f i ­ dence L im its f o r Each Need I te m f o r th e F o llo w in g S t r a t a : A. S tate T o tals A w e i g h t e d a v e r a g e STATE e s t i m a t e w i t h c o n f i d e n c e l i m i t s s h o u ld be r e p o r t e d f o r e a c h of t h e s u rv e y item s. 191 192 B. S c h o o l Type A s e p a ra te l i s t of w eig h ted average STATE e s t i m a t e s w i t h c o n f i d e n c e l i m i t s s h o u l d ber e p o r t e d fo r each of the fo llo w in g sch o o l ty p e s: 1. 2. 3. C. E lem en tary School J u n i o r H igh S ch o o l S e n i o r High S c h o o l E x p en d itu re L ev els A s e p a r a t e l i s t o f w e i g h t e d a v e r a g e STATE e s t i m a t e s w ith c o n fid e n c e l i m i t s sh o u ld be r e p o r te d f o r each of the fo llo w in g sch o o l e x p e n d itu re le v e ls : 1. 2. D. Above $ 5 1 0 / p e r p u p i l / p e r y e a r Below $ 5 1 0 / p e r p u p i l / p e r y e a r School Type—E x p e n d itu re Level A s e p a r a t e l i s t o f w e i g h t e d a v e r a g e STATE e s t i m a t e s w i t h c o n f i d e n c e l i m i t s s h o u l d be r e p o r t e d f o r e a c h of the fo llo w in g school ty p e -e x p e n d itu re le v e l g ro u p in g s: 1. 2. 3. 4. 5. 6. II. E lem en tary S c h o o l—E x p e n d itu re I E lem en tary S c h o o l--E x p e n d itu re I I J u n i o r H igh S c h o o l — E x p e n d i t u r e I J u n i o r H igh S c h o o l - - E x p e n d i t u r e I I S e n i o r H igh S c h o o l — E x p e n d i t u r e I S e n i o r High S c h o o l — E x p e n d i t u r e I I AREA DATA W e i g h t e d A v e r a g e A r e a E s t i m a t e s w i t h 90 p e r c e n t C o n f i ­ dence L im its f o r E ach Need I te m f o r t h e F o llo w in g S t r a t a : A. Area T o t a l s A w e i g h t e d a v e r a g e AREA e s t i m a t e w i t h c o n f i d e n c e l i m i t s sh o u ld be r e p o r t e d f o r e ac h of th e su rv e y item s. B. S c h o o l T yp e A s e p a r a t e l i s t o f w e i g h t e d a v e r a g e AREA e s t i m a t e s w i t h c o n f id e n c e l i m i t s s h o u ld be r e p o r t e d f o r e a c h o f t h e 14 AREAS f o r e a c h o f t h e f o l l o w i n g s c h o o l ty p e s: 193 1. 2. 3. C. E lem en tary School Ju n io r H igh S c h o o l S enior High S c h o o l E x p en d itu re L ev els A s e p a r a t e l i s t o f w e i g h t e d a v e r a g e AREA e s t i m a t e s w i t h c o n f i d e n c e l i m i t s s h o u l d be r e p o r t e d f o r e a c h o f t h e 14 AREAS f o r e a c h o f t h e f o l l o w i n g s c h o o l ex p en d itu re le v e ls : 1. 2. D. A b ov e $ 5 1 0 / p e r p u p i l / p e r y e a r B elow $ 5 1 0 / p e r p u p i l / p e r y e a r School Type—E x p en d itu re Level A s e p a r a t e l i s t o f w e i g h t e d a v e r a g e AREA e s t i m a t e s w i t h c o n f i d e n c e l i m i t s s h o u l d be r e p o r t e d f o r e a c h o f t h e 14 AREAS f o r e a c h o f t h e f o l l o w i n g s c h o o l ty p e -e x p e n d itu re le v e l g ro u p in g s: 1. 2. 3. 4. 5. 6. E lem en tary S c h o o l—E x p en d itu re I E lem en tary S c h o o l—E x p e n d itu re I I Ju n io r H igh S c h o o l — E x p e n d i t u r e I Ju n io r High S c h o o l — E x p e n d i t u r e I I S en io r H igh S c h o o l— E x p e n d itu r e I S en io r H igh S c h o o l — E x p e n d i t u r e I I .