INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While die most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University Micrdnlms International 3 0 0 N. Z E E B R O A D , A NN A R B O R , Ml 4 8 1 0 6 18 B E D F O R D ROW, L O NDON WC1R 4 E J , E N G L A N D 8013811 VANWIEREN, GORDON WAYNE PERCEPTIONS OF MICHIGAN SCHOOL AEMINISTRATfflES REGARDING THE ADMINISTRATIVE OPERATION AND ACTIVITIES OF THE MICHIGAN DEPARTMENT OF EDUCATION Michigan State University University Microfilms International PH.D. 300 N. Zeeb Road. Ann Arbor, MI 48106 1979 18 Bedford Row, London WC1R 4EJ, England Copyright 1979 by VANWIEREN, GORDON WAYNE All Rights R eserved PLEASE NOTE: In a l l cases th is m aterial has been film ed 1n the b est p o ssib le way from the a v a ila b le copy. Problems encountered with th is document have been Id e n tifie d here with a check mark v * . 1. Glossy photographs 2. Colored I llu s tr a tio n s 3. Photographs with dark background 4. I llu s tr a tio n s are poor copy ____ 5. Dr i n t shows through as th ere 1s te x t on both sid es o f page _ 6. I n d is tin c t, broken o r small p r in t on several pages 7. T ightly bound copy with p r in t lo s t 1n spine 8. Computer p rin to u t pages with in d is tin c t p r in t 9. Page(s) lacking when m aterial receiv ed , and not a v a ila b le from school o r author ________ 10. P a g e (s )________ seem to be missing 1n numbering only as te x t follow s _ _ _ _ _ _ 11. Poor carbon co p y ________ 12. Not o rig in a l copy, several pages with b lurred type 13. Appendix pages are poor copy ________ 14. O riginal copy with lig h t type 15. Curling and wrinkled pages ________ 16. Other University M iadnlm s international 300 N ZEES RD.. ANN ARBOR. Ml 48106 <3131 761-4700 _ throughout PERCEPTIONS OF MICHIGAN SCHOOL ADMINISTRATORS REGARDING THE ADMINISTRATIVE OPERATION AND ACTIVITIES OF THE MICHIGAN DEPARTMENT OF EDUCATION By Gordon Wayne VanWieren A DISSERTATION Submitted to Michigan S t a t e U n iv e rsity in p a r t i a l f u l f i l l m e n t o f th e requirem ents f o r th e degree o f DOCTOR OF PHILOSOPHY Department o f Education A d m in istratio n 1979 ABSTRACT PERCEPTIONS OF MICHIGAN SCHOOL ADMINISTRATORS REGARDING THE ADMINISTRATIVE OPERATION AND ACTIVITIES OF THE MICHIGAN DEPARTMENT OF EDUCATION By Gordon Wayne VanWieren With th e advent o f a d d itio n a l mandated programs in th e p a s t few y e a r s , lo c a l school a d m in is tr a to r s seemed to be changing t h e i r a t t i t u d e toward the Michigan Department o f Education. Along w ith t h i s ap p aren t change in a t t i t u d e , Michigan Department o f Education a c t i v i t i e s o fte n seemed to be q uestioned by lo c a l a d m in i s t r a t o r s . This study v/as an attem p t to measure the a t t i t u d e s o f Michigan p u b lic school a d m in is tr a to rs toward the Michigan Department o f Education and to determ ine the importance and amount o f emphasis given to various a c t i v i t i e s o f the Michigan Department o f Education. Also, the amount o f emphasis a d m in is tr a to r s fe e l th e Michigan Depart­ ment o f Education p laces o f th e se a c t i v i t i e s was measured. Both the a t t i t u d e s and a c t i v i t i e s were c l a s s i f i e d by a d m in is tr a tiv e p o s it i o n , school s i z e , and geographical l o c a t io n . A q u e s tio n n a ir e was mailed to 303 a d m in is tr a to r s in p u b lic K-12 school systems in th e s t a t e o f Michigan. The q u e s tio n n a ir e included demographic q u e s tio n s , an a t t i t u d e s c a l e , a l i s t o f p r e s e n t Gordon Wayne VanWieren and p o s s i b l e Michigan Department o f Education a c t i v i t i e s , and two q u e s tio n s asking f o r answers in w r i t i n g ; an 84.8% r e tu r n was gained. The major f in d in g s in d ic a te d t h a t a d m in is tr a to r s a re most in flu e n c e d in a p o s i t i v e manner most by having personal c o n ta c t w ith Michigan Department o f Education personnel and th e s t r o n g e s t i n f l u ­ ence f o r a s t a t i s t i c a l n e g a tiv e a t t i t u d e comes from l i s t e n i n g to Michigan Department o f Education s p e a k e rs . Findings a ls o in d ic a te d t h a t a t t i t u d e s o f a d m i n i s t r a t o r s toward the Michigan Department o f Education d id not vary s i g n i f i c a n t l y by a d m i n i s tr a t i v e p o s i t i o n , school s i z e , o r geographical l o c a t i o n . However, the grand means o f a l l groups i n d ic a te d n e g a tiv e a t t i t u d e s toward the Michigan Depart­ ment o f Education. A d m in istra to rs in small schools and in the upper p enin su la a r e th e most n e g a tiv e toward Michigan Department o f Edu­ c a tio n a c t i v i t i e s . A d m in istra to rs fe e l t h a t th e Michigan Department o f Education should pro vide s e r v ic e s s p e c i f i c a l l y designed to a s s i s t small school d i s t r i c t s , c u t red ta p e and paperwork, reduce s t a f f , make more personal c o n ta c ts w ith lo c a l a d m i n i s tr a t io n , and adeq u ately fund mandated programs. In th e f i n a l recommendations, th e Michigan Department o f Education was urged to make every re a so n a b le attem p t t o make more personal c o n t a c t w ith lo c a l a d m i n is t r a to r s . One p o s s i b i l i t y men­ tio n ed was to have th e d e c is io n makers o f each s e r v ic e area d e a lin g w ith K-12 schools hold m in i-s e s s io n s throughout th e s t a t e . This would allow lo c a l a d m in is tr a to r s to b e t t e r understand MDE a c t i v i t i e s and would a l s o allow them to have more in p u t to th e Michigan Gordon Wayne VanWieren Department o f Education. I t was a l s o recommended t h a t th e Michigan Department o f Education make every attem p t to e lim in a te d u p lic a tio n o f r e q u ire d in fo rm atio n by making n ecessary i n t e r n a l c o r r e c t i o n s . In a d d i t io n i t was recommended t h a t the Michigan Department o f Edu­ c a t i o n have r e p r e s e n t a t i v e s meet w ith a d m in is tr a to rs by school s iz e o c c a s i o n a l ly ; i n v i t e a d m in is tr a to r s to e v a lu a te Michigan Department o f Education a c t i v i t i e s ; v i s i t a d m in is tr a to r s to gain an a p p re c ia ­ t i o n o f how much time i s s p e n t completing Michigan Department o f Education form s; s ta y w ith in th e i n t e n t o f th e Headlee Amendment by n ot mandating a d d itio n a l programs; con tin ue c e r t a i n programs which a r e c o n sid e re d su c c e ss fu l by a d m i n i s t r a t o r s ; and fund an in -d e p th stu d y by an o u ts id e independent agency to expand on t h i s stu d y . Dedicated to Jean ii ACKNOWLEDGMENTS S pecial acknowledgment is given to Dr. S tan ley Hecker, chairman, and o th e r members o f the a u t h o r 's d o c to ra l committee which in c lu d e s : Weinheimer. Dr. Peggy R ie th m ille r ; Dr. James McKee; and Dr. Norman A lso, a s p e c ia l acknowledgment i s given to Dr. James P h elps, Tom F a r r e l l and th e many o th e rs who o ffe re d t h e i r coopera­ t i o n and a s s i s t a n c e . iii TABLE OF CONTENTS Page LIST OF TABLES................................................................................................. vi Chapter I. II. III. IV. INTRODUCTION ..................................................................................... 1 Purpose .......................................................................................... Background .................................................................................... Statem ent o f the Problem .................................................... Need f o r th e S t u d y ................................................................. Hypotheses .................................................................................... .................................................... O b jectiv es o f th e Study A s s u m p t i o n s .............................................................................. L im ita tio n s o f the Study .................................................... O v e r v i e w .................................................................................... D e f in itio n o f T e r m s ................................ ' ............................. Chapter Overview ....................................................................... 1 1 7 7 9 10 11 11 12 12 13 REVIEW OF LITERATURE ................................................................. 14 Development o f the Michigan Department o f E d u c a t i o n ............................................................................. S erv ices O ffered by th e Michigan Department of E d u c a t i o n .............................................................................. A Review o f Related L i t e r a t u r e and S tu d ie s . . . Summary........................................................................................... 17 19 32 METHODS AND PROCEDURES.......................................................... 34 Design and Method ................................................................. Popu latio n and Sample .......................................................... In stru m e n ta tio n ....................................................................... P i l o t S t u d y .............................................................................. Data and A n a l y s i s ................................................................. Summary.......................................................................................... 34 35 37 41 41 41 ANALYSIS OF THE D A T A ................................................................. 43 A t t i tu d e Survey ....................................................................... Questions Regarding P o s i t i v e and Negative In flu e n c e s . 43 iv 14 52 Page Chapter A ttitu d e Statem ents .......................................... Importance o f and Emphasis Given to Various A ctiv ­ i t i e s as Perceived byLocal A d m in istrato rs . . Questions Answered in N a rra tiv e Form .......................... Summary.................................................................................. 71 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. . . . 52 69 73 Summary.................................................................................. O b j e c t i v e s ..................................................................... .......................................... Questions Explored Population and Sample .......................................... In stru m e n ta tio n ................................................................. A nalysis . Findings .......................................................... Demographic Data ................................................................. A t t i t u d e s ..................................................................... A c t i v i t i e s ..................................................................... Q uestions Answered in N a rra tiv e Form. . . . C o n c l u s i o n s ................................... .......................................... Recommendations ....................................................................... SELECTED BIBLIOGRAPHY 47 73 74 74 74 75 76 76 76 77 79 81 82 85 .............................................................................. 90 APPENDICES............................... 93 A. COMMUNICATIONS....................................................................... 95 B. COVER LETTER AND QUESTIONNAIRE ............................................... 100 C. DEMOGRAPHIC DATA 113 .................................. D. QUESTIONS TO BE ANSWERED IN NARRATIVE FORM. v . . . 126 LIST OF TABLES Table Page 1. A c t i v i t i e s In flu e n c in g a P o s it i v e A tt i t u d e . . 45 2. A c t i v i t i e s In flu en cin g a Negative A t t i tu d e . . . . 46 3. Ranking o f A t t i tu d e S tatem ents from P o s i ti v e to N e g a t i v e ........................................................................................... 48 Means f o r A ttitu d e Statem ents by A d m in istra tiv e P o s itio n and Grand Mean f o r In d iv id u al S tatem ent and A d m in istra tiv e P o s itio n .............................................. 51 5. A t t i tu d e Means by Geographical A r e a .................................. 53 6. A t ti t u d e Means by School S i z e ............................................... 53 7. C o r r e la tio n o f Importance to Emphasis by All R e s p o n d e n ts .................................................................................... 56 C o r r e la tio n o f Importance and Emphasis by Geograph­ ic a l A r e a .................................................................................... 58 C o r r e la tio n o f Importance and Emphasis by Adminis­ t r a t i v e P o s i t i o n ....................................................................... 59 C o r r e la tio n o f Importance and Emphasis by Superin­ te n d e n ts in D i f f e r e n t S iz e Schools ................................. 60 C o r r e la tio n o f Importance and Emphasis by Other A d m in istra to rs in D if f e r e n t S iz e Schools . . . 61 4. 8. 9. 10. 11. . . . 12. C o r r e la tio n o f Importance and Emphasis by High School P r in c i p a l s in D if f e r e n t S ize Schools .......................... 62 13. C o r r e la tio n o f Importance and Emphasis by S u p erin ten ­ d en ts in D i f f e r e n t Geographical Areas .......................... 64 14. C o r r e la tio n o f Importance and Emphasis by Other A d m in istra to rs in D i f f e r e n t Geographical Areas vi . . 65 Table Page 15. C o r r e la tio n o f Importance and Emphasis by High School P r i n c i p a l s in D i f f e r e n t Geographical Areas . . . 66 16. C o r r e la tio n o f Importance and Emphasis by School Size . 67 17. Total Negative C o r r e la tio n s by All C ateg o ries 68 18. Some o f th e Aspects o f th e MDE t h a t Seem to be E ffec­ t i v e o r Good by General C a t e g o r y ....................................... 70 S ug gestions and Comments from Respondents f o r Improv­ ing th e MDE by General C a t e g o r y ....................................... 70 19. C -l. C-2. C-3. C-4. C-5. C-6. C-7. C-8. C-9. C-10. C -ll. C -l2 . . . . Number o f Q u e stio n n a ire s Mailed w ith Frequency and P e rc e n t o f Return by Various C ateg o ries . . . . 114 Number o f Q u e stio n n a ire s Mailed w ith Frequency and P e rc e n t o f Return by School S ize ....................................... 115 P ercen tag e D i s tr i b u t i o n o f A d m in istra to rs by Age and S e x ........................................................................................... 116 Age o f A d m in istra to rs and School S ize in a Percentage D i s tr i b u t i o n .............................................................................. 116 A d m in is tra tiv e P o s itio n by Percentage in Various Age G r o u p s ........................................................................................... 117 Male-Female D i s tr i b u t i o n in Percentage o f Adminis­ t r a t o r s by Geographical A r e a ............................................. 118 P ercentage o f Male-Female R ep resen tatio n by Adminis­ t r a t i v e P o s i t i o n ....................................................................... 118 Level o f P ro fe s sio n a l P re p a ra tio n o f All Respondents by P e r c e n t a g e .............................................................................. 119 P ro fe s s io n a l P re p a ra tio n by A d m in istra tiv e P o s itio n . 119 Years in P re s e n t o r Like P o s itio n in th e S ta te o f M i c h i g a n ........................................................................................... 121 Number o f Years Served as an A d m in istra to r in the S t a t e o f Michigan ....................................................................... 121 Number o f Yearly V i s i t s to MDE by All A d m in istrato rs . 122 vii Table C-13. C-14. C -l5 . C - l6. C-17. Page Number o f Yearly V i s i t s to th e MDE by Geographical Area in P ercentage by Various Frequency Groups . . 122 Number o f Yearly V i s i t s Made to th e MDE by S ize o f S c h o o l ............................................................................................... 123 Number o f Yearly V i s i t s Made to th e MDE by Adminis­ t r a t i v e P o s i t i o n ............................................................................ 123 Number o f Yearly Telephone C alls to the MDE by A d m in istra to rs .................................................................................. 124 Number o f Yearly Telephone C a lls to th e MDE by G eographical A r e a ............................................................................ 124 viii CHAPTER I INTRODUCTION Purpose The purpose o f t h i s study i s to determ ine th e a t t i t u d e s o f K-12 p u b lic school a d m in is tr a to r s toward th e Michigan Department o f Education (MDE). A lso, th e study w ill e v a lu a te th e importance o f and th e p r e s e n t amount o f emphasis placed on c e r t a i n a c t i v i t i e s by th e Michigan Department o f Education. Background In o rd e r to understand the p r e s e n t r o l e and s t a t u s o f th e Michigan Department o f Education, the follow ing background i s p re se n te d . By o m ittin g any wording reg ardin g edu catio n in th e United S ta t e s C o n s ti t u t io n , the founding f a t h e r s d eleg ated the re s p o n s i­ b i l i t y f o r ed ucatio n to th e in d iv id u a l s t a t e s . Education h a s , by d e f a u l t , been a r e s p o n s i b i l i t y o f th e s t a t e s s in c e th e founding o f our n a tio n . A fte r d e l i b e r a t i n g th e a p p r o p r ia te r o le s o f th e le v e l s o f government in our fe d e ra l system , th e d e le g a te s to th e C o n s titu tio n a l Convention, in t h e i r wisdom, l e f t th e maintenance o f ed ucatio n to th e s t a t e s . This was accomplished by simply o m ittin g s p e c i f i c mention o f ed u catio n in the f i n a l d r a f t o f th e C o n s titu tio n o f 1787. This d e le g a tio n o f r e s p o n s i b i l i t y to th e s t a t e s became some­ what more s p e c i f i c in 1791 w ith A r t i c l e X o f th e B ill o f R ig h ts , which holds t h a t "powers n o t d eleg ated to th e United 1 2 S ta te s by th e C o n s titu tio n nor p ro h ib ite d by i t to th e S t a t e s , a re reserved to th e S ta t e s r e s p e c t i v e l y , o r to th e people."^ The i n t e r p r e t a t i o n as to what t h e i r r o l e might be in a c c e p t­ ing the r e s p o n s i b i l i t y f o r ed u catio n v aried from s t a t e to s t a t e , b ut g e n e r a lly i t was recognized to be r a t h e r i n s i g n i f i c a n t . The f in a n ­ c i a l burden, f o r th e most p a r t , was passed on to th e lo cal community w h ile th e in d iv id u a l s t a t e s r e t a i n e d a lim ite d amount o f re g u la to ry power. Until th e e a r l y 1800s the ta s k o f ed ucating people in the United S ta te s was r a t h e r s i m p l i s t i c , and, co n seq u en tly , th e r o le o r i g i n a l l y assumed f o r c a rry in g o u t t h i s ta s k by both th e s t a t e and lo c a l communities seemed to be q u ite p ro p er. At t h a t p o in t in tim e, however, the s i t u a t i o n changed, and s t a t e s began to recog nize th e need f o r c o n s ti t u t i o n a l and l e g i s l a t i v e p ro v is io n s reg ard in g educa­ tio n . W irt and K ir s t s t a t e , "By 1820, t h i r t e e n o f th e twenty s t a t e s had developed c o n s t i t u t i o n a l p ro v isio n s f o r e d u c a tio n . The p o s itio n o f c h i e f s t a t e school o f f i c e r . . . had emerged in some s t a t e s in 1836, and by 1870 most s t a t e s provided f o r them; th e s t a t e boards 2 o f edu catio n appeared about th e same tim e ." The s t a t e o f Michigan accepted i t s r e s p o n s i b i l i t y f o r educa­ t i o n by s t a t i n g in the C o n s titu tio n o f 1835, "The L e g is la tu r e s h a ll ^Mike M. M il s t e i n , Impact and Response (L ib rary o f Congress C ataloging in P u b lic a tio n Data) (Columbia U n iv e rsity : Teachers C o lleg e, 1976), p. 3. ^ F re d erick M. W irt and Michael W. K i r s t , "The P o l i c i t a l Web o f American Schools; A T h e o re tic a l P e r s p e c tiv e ," paper read a t th e American P o l i t i c a l Science A sso ciatio n Annual Meeting, 1972. 3 encourage by a l l s u i t a b l e means 't h e promotion o f i n t e l l e c t u a l , s c i e n t i f i c , and a g r i c u l t u r a l improvement,' and th e proceeds o f a l l lands g ra n te d o r to be g ranted s h a ll be 'i n v i o l a b l y ' a p p ro p ria te d to th e s u p p o rt o f schools throughout th e s t a t e . " 3 Many departm ents o f edu catio n were e s ta b li s h e d in the n in e te e n th c e n tu r y , b u t i t seems very few were given s e rio u s con­ s i d e r a t i o n by th e governors o r th e l e g i s l a t o r s . Even in th o se s t a t e s where s t a t e education su p e rin te n d e n ts e x i s t e d , lo n g-ran ge planning s u ff e re d because th e se men f r e q u e n t l y had to hold a second p o s itio n to earn an adequate l i v i n g . Furtherm ore, they had to spend the v a s t m a jo rity o f t h e i r time a t a c t i v i t i e s such as d i r e c t s u p e rv is io n o f t e a c h e r s , which minimized t h e i r o p p o r tu n itie s to play a le a d e r s h ip r o l e in e d u c a tio n .4 As was th e case with most o f th e s t a t e s , the Michigan Depart­ ment o f Education began on a small s c a l e w ith very few r e s p o n s i b i l ­ itie s. The r e s p o n s i b i l i t i e s were p r im a r ily w ith r u r a l sc h o o ls. P r io r to th e tu rn o f th e c e n tu r y , s t a t e school systems e n r o lle d in elem entary sch o o ls l e s s than 70% o f th e youth who were o f th e approp r i a t e age and l e s s than 10% o f th o se in age 14 through 17 in high s c h o o ls.6 In t h i s day and age i t is expected t h a t a l l young people w ill a t t e n d school both a t th e elem entary and secondary l e v e l s . Federal a id to ed ucation has been w ith us f o r alm ost two hundred y e a r s , b u t only in th e p a s t two decades has i t had a ^ A r t ic le X, S ectio n 2 o f th e o r ig i n a l (1835) C o n s titu tio n o f the S t a t e o f Michigan. V i l s t e i n , p. 5. c Encyclopedia o f Educational Research, 3rd e d . , 1950, p. 442. 6 Ibid., p. 1273. 4 s i g n i f i c a n t e f f e c t upon s t a t e departm ents o f e d u c a tio n . The Survey Ordinance o f 1785 was passed by Congress under th e A r t i c l e s o f C o n fed eratio n , p r i o r to th e enactment o f th e C o n s titu tio n . The purpose o f th e Ordinance was to r e s e r v e l o t number s ix te e n o f each township f o r th e maintenance o f s c h o o ls . Federal a id to schools continued w ith th e M o rrill Act o f 1862, th e Smith-Hughes Act o f 1917 and numerous programs e s ta b li s h e d d uring th e 1930s as a r e s u l t o f th e d e p re s s io n . During World War Two, f e d e ra l l e g i s l a t i o n was passed to s u p p o rt schools a f f e c t e d by in c re a se d enro llm en t due to nearby m i l i t a r y b a s e s. Following th e war f e d e ra l funds were made a v a i l a b l e f o r v e t e r a n s ' e d u c a tio n . These programs, im p ortan t as th ey were, f o r th e most p a r t did n o t s i g n i f i c a n t l y a f f e c t th e s t a t e departm ents o f e d u c a tio n . In 1958, as a r e a c tio n to th e S o v ie t U nion's Space Program, th e N ational Defense Education Act was passed by the U.S. Congress. This a c t was followed by th e Vocational Education Act (1963), the Elementary and Secondary Education Act (1965), and th e Education P ro fe s sio n s Development Act (1968). The development o f lo n g -term , s p e c i f i c fe d e ra l programs f o r e d ucation in th e p a s t two decades has been a dram atic change from th e s h o r t- te r m , general programs which had been in e x is te n c e f o r alm ost two c e n t u r i e s in th e United S t a t e s . In th e process o f making t h i s dram atic change in funding programs, th e f e d e ra l government has r e l i e d upon th e s t a t e d e p a r t­ ments o f ed ucation to assume th e r e s p o n s i b i l i t y o f a s c e r t a i n i n g t h a t funds would be expended p ro p e rly and e f f i c i e n t l y . Consequently, 5 th e SED's have found i t necessary to make adjustm ents in personnel and budgets to meet t h i s new r e s p o n s i b i l i t y . Federal reso u rc e s seem to have been the one s in g l e c o n t r i ­ b u tin g f a c t o r which has allowed o r re q u ire d in c re a s e s in s t a f f i n g th e SDE's. C a li f o r n i a i s a ty p ic a l example. The C a lif o r n ia SEA, which receiv ed 35% o f i t s t o t a l o p e ra tin g funds from th e fe d e ra l government in 1970 (about 5% below th e n a tio n a l a v e ra g e ), drew s p e c ia l a t t e n t i o n from th e s t a t e ' s l e g i s l a t i v e a n a l y s t , who re p o rte d to th e s t a t e l e g i s l a t u r e t h a t in 1962 th e r e were only 93 f e d e r a l l y funded p o s itio n s in th e departm ent b u t by 1968 t h i s number had grown to 454 ( re p r e s e n tin g an in c r e a s e o f alm ost 400%). During t h i s same perio d p o s itio n s supported by s t a t e d o l l a r s in creased from 575 to 669 ( re p r e s e n tin g an in c re a s e o f only about 16%).^ The Michigan Department o f Education has been a f f e c te d s i m i l a r l y in th e p a s t decade. In the p a s t ten y e a rs the budget o f th e MDE has increased from $95,656,600 to $354,265,000, an in c r e a s e o f $258,608,400 o r 270%. The number o f s t a f f members has grown from 1,537 in 1968 to 2,586 in 1978, an in c re a s e o f 1049 s t a f f members Q f o r a p ercentage in c r e a s e o f 68%. Federal funding seems to have placed SDE's in a new r o le o f in c r e a s in g importance. S t a r t i n g from a humble beginning, i t appears A n a l y s i s o f th e Budget B i l l : 1970-71 Report o f th e L egis­ l a t i v e A nalyst (Sacramento: C a li f o r n i a L e g is l a t u r e , 1969), p. Z34. O Inform ation receiv ed via telephone from S t a t e R epresenta­ t i v e Ralph O s t l i n g 's o f f i c e and from a MDE r e p o r t made on 2-14-79 (no t i t l e ) . 6 th e MDE has grown to be a recognized fo rc e in the educatio n al p rocess o f a l l c i t i z e n s o f th e s t a t e . Although th e s t a t e o f Michigan has had a s t a t e board o f ed ucation s in c e 1850, th e power and d u tie s o f th e board were q u i t e l im ite d u n t i l 1963, when th e new s t a t e c o n s t i t u t i o n was adopted. The p r e s e n t Michigan C o n s titu tio n v e s ts c e r t a i n powers and d u t i e s in th e s t a t e board o f e d u c a tio n . Included in th e se powers i s "Appointment o f a S u p erin ten d e n t o f P ub lic I n s t r u c t i o n to be r e s p o n s ib le f o r th e ex ecutio n o f th e s t a t e board p o l i c i e s . " 9 The ex ecu tiv e o rg a n iz a tio n a c t o f 1965 e s ta b li s h e d a Michigan Department o f Education headed by the S t a t e Board o f Edu­ c a tio n through which th e S t a t e Board would e x e r c is e i t s c o n s t i t u ­ t i o n a l d u tie s o f le a d e r s h ip and general su p e rv is io n over p u b lic in stru c tio n . The Michigan Department o f Education i s th e a d m in is tr a tiv e arm o f th e S ta te Board o f Education and a cco rd in g ly i s r e s p o n s ib le f o r f e d e ra l and s t a t e mandates a f f e c t i n g th e ed ucation o f a l l Michigan c i t i z e n s . The s ta te .d e p a r tm e n t o f edu catio n has been assig ned th e ta s k o f c o o rd in a tin g and a d m in iste rin g sp e c ia l educa­ t i o n , vocatio nal education and many o th e r programs. In so doing, i t has been n ecessary f o r th e s t a t e departm ent o f ed ucation to develop g u i d e li n e s , c o n s tr u c t form s, hold workshops and produce p u b lic a tio n s f o r lo cal K-12 a d m i n i s t r a to r s . ^ C o n s titu tio n o f th e S t a t e o f Michigan o f 1963, A r t i c l e V I I I , S ection 3. 7 Statem ent o f the Problem With th e implementing o f vario u s new MDE programs over the p a s t s e v e ra l y e a r s , lo c a l K-12 a d m in is tr a to r s seem to have changed t h e i r a t t i t u d e toward s t a t e departm ents o f ed u catio n and have, in f a c t , q u estio n ed the e f f e c ti v e n e s s and th e importance o f th e v arious a c t i v i t i e s c a r r i e d o u t by th e Michigan Department o f Education. In b r i e f , t h i s study attem pted to (1) determ ine th e a t t i t u d e s o f th e lo c a l p u b lic K-12 a d m in is tr a to r s toward th e Michigan Departo f Education; (2) determ ine how th e a d m in is tr a to r s r a t e th e impor­ ta n c e o f vario u s a c t i v i t i e s c a r r i e d o u t by th e Michigan Department o f E ducation; and (3) determ ine the emphasis th e Michigan Department o f Education has placed upon th e se v ariou s a c t i v i t i e s as seen by th e a d m i n i s t r a t o r s ; and (4) to make the r e s u l t a n t em p irical d ata a v a i l a b l e to the Michigan Department o f Education. Need f o r th e Study I t i s th e a u t h o r 's p e rc e p tio n t h a t e d u c a tio n a l i n te r v e n tio n by th e s t a t e o f Michigan has been much more f re q u e n t in th e p a s t te n y e a r s as compared to th e previo us twenty y e a r s . Dr. P o r te r commented on the s i t u a t i o n in a speech to th e Michigan A sso ciatio n o f School A d m in istra to rs on January 24, 1979, when he s a id : I have given some thought and r e f l e c t i o n to th e p a s t 10 y e a r s , and an h i s t o r i a n o f Michigan ed ucation may well la b e l th e p erio d 1969 to 1979 th e "decade o f s t a t e ed u catio nal i n t e r ­ v e n tio n ." I f we look a t th e 20 y e a rs 1949 to 1969 we note t h a t t h e r e were only 4 major s t a t e ed u catio n al in t e r v e n tio n s . F i r s t , Act 300 o f the P u b lic Acts o f 1949 e s t a b l i s h i n g d r i v e r e d u c a tio n ; second, Act 100 o f th e P u blic Acts o f 1954 e s ta b ­ l i s h i n g th e f o u r th F riday count d a te and a c o n s t i t u t i o n a l amendment s e t t i n g a s id e two c e n ts o f every t h r e e c e n ts f o r 8 s c h o o ls ; t h i r d , a new c o n s t i t u t i o n in 1963 e s t a b li s h i n g a s t a t e board o f edu catio n to s u p erin ten d elem entary and secondary s c h o o ls ; and f o u r t h , Act 379 o f th e P u blic Acts o f 1965 e s t a b l i s h i n g the r i g h t o f te a c h e rs to b arg ain c o l ­ l e c t i v e l y . In a 20-year p e rio d , th e s t a t e ac te d in only f o u r i n s ta n c e s to a l t e r th e lo c a l decision-m aking pro cess. During th e p a s t 10 y e a r s , th e s t a t e has in terv e n ed in more than 20 d i f f e r e n t in s ta n c e s to a l t e r th e lo c a l d e c i s io n ­ making p r o c e s s . In th e f i r s t 20 y e a r s , th e s t a t e interven ed a t t h e r a t e o f once every f i v e y e a r s . In th e p a s t 10 y e a rs t h e s t a t e has in terv e n ed on th e average o f tw ice every y e a r . I d id n o t in c lu d e in t h i s review non-binding d e c i s i o n s , such as s t a t e g u i d e l i n e s , o r s t a t e board p o lic y s ta te m e n ts o f the p a s t 10 y e a r s , which number an a d d itio n a l 30 s t a t e educa­ tio n a l in te rv e n tio n s .!0 The above mentioned in te r v e n tio n by the s t a t e o f Michigan in lo c a l e d u c a tio n decision-m aking has led lo cal a d m in is tr a to rs to e x p re ss them selves in a n eg ativ e manner reg ard in g th e MDE. P o r te r was keenly aware o f th e a d m i n i s t r a t o r s ' f e e l i n g . Dr. He com­ mented: “Even though some o f you as lo cal school o f f i c i a l s have not taken k in d ly to some o f th e se i n t e r v e n t i o n s , I b e lie v e they have p o s it i o n e d th e n a tio n f o r a major breakthrough in d e li v e r in g p u b lic e d u c a tio n , and th e p a s t 10 y e a rs o f developments in Michigan w ill be reco g n ized as th e Genesis o f t h a t b re a k th ro u g h ,1' ^ I t would ap p ear t h a t i f th e SDE i s to assume an e f f e c t i v e l e a d e r s h i p r o l e , i t must have th e s u p p o rt o f lo c a l a d m i n i s tr a t o r s . The a t t i t u d e o f th e lo cal a d m in is tr a to r s toward th e MDE becomes an im p o rta n t f a c t o r in how su p p o rtiv e th e lo c a l a d m in is tr a to r s w ill be ^Rem arks by John W. P o r t e r , S t a t e S u p erin ten d e n t o f MDE to MASA, Grand R apids, Michigan, January 24, 1979. n ib id . 9 o f th e MDE. Thus, i t becomes im perativ e t h a t th e le a d e r s h ip o f th e MDE reco g n ize the a t t i t u d e s o f lo cal a d m i n is tr a t o r s . Because o f a lack o f p a s t s tu d i e s in t h i s a r e a , i t i s n o t p o s s i b l e t o conduct a study o f a t t i t u d e s o f lo c a l a d m in is tr a to r s toward th e MDE f o r th e purpose o f making comparisons w ith p a s t a t t i ­ tu d e s . However, i f th e s e a t t i t u d e s and th e e v a lu a tio n o f th e a c t i v i ­ t i e s c a r r i e d o u t by the MDE a re n o t determined a t some p o in t in tim e, th e p o s s i b i l i t y o f making comparisons from d i f f e r e n t p o in ts in time and under d i f f e r e n t circum stances w ill not e x i s t . In a very s u b je c tiv e a p p r a is a l on th e a u t h o r 's p a r t , i t seems t h a t in th e p a s t sev eral y e a rs lo cal a d m in is tr a to r s have changed t h e i r statem ents from "Why d o e s n 't th e MDE do something abo u t i t ? " to "Why does the MDE have to be involved in t h i s ? With em pirical evidence reg ard in g th e a t t i t u d e s o f lo cal a d m in is tr a to rs and how th ey see th e department a c t i v i t i e s , i t w ill be p o s s ib le in th e f u tu r e to make a comparison. Various f a c t o r s such as the Headlee Tax L im ita tio n B i l l , r e o rg a n iz a tio n w ith in th e MDE, and an a n t i c i p a t e d change in the p o s itio n o f S u perintend ent o f P u b lic I n s t r u c t i o n could change both th e a t t i t u d e s o f lo cal school a d m in is tr a to r s toward th e MDE and how they p e rc e iv e MDE a c t i v i t i e s . Hypotheses Having served as a school a d m in is tr a to r in v ario u s s i z e systems and in d i f f e r e n t geographical a reas in the s t a t e o f Michigan, th e a u th o r has in a s u b je c tiv e manner observed a range o f a t t i t u d e s 10 on th e p a r t o f school a d m in is tr a to r s toward th e MDE. These a t t i ­ tudes seem to vary by a d m i n i s t r a t iv e p o s itio n and th e s iz e o f school system in which th e a d m in is tr a to r serv es and by th e geographical are a in which th e school system i s lo c a te d . These f a c t o r s may a ls o a f f e c t how a d m in is tr a to r s p erceiv e th e importance and amount o f emphasis given to v ario us a c t i v i t i e s by th e MDE. th e hypotheses o f t h i s s tu d y , b r i e f l y s t a t e d , a r e : For t h i s reason A ttitu d e s o f lo c a l school a d m in is tr a to r s toward th e SDE vary according to admin­ i s t r a t i v e p o s i t i o n , th e s i z e o f the school system in which they serv e as well as th e geographical area in the s t a t e o f Michigan in which t h e i r school i s l o c a te d . In a d d i t io n , th e way t h a t adm inis­ t r a t o r s p erceiv e the importance and the amount o f emphasis placed on th e se a c t i v i t i e s v a r ie s depending upon the same f a c t o r s (admin­ i s t r a t i v e p o s i t i o n , s i z e o f school and geographical l o c a t i o n ) . O b jectiv es o f th e Study The major o b je c tiv e s o f the study were: (1) to determ ine th e a t t i t u d e s o f lo c a l p u b lic K-12 school a d m in is tr a to r s toward the MDE; (2) to determ ine th e importance and amount o f emphasis given to the v ario u s a c t i v i t i e s o f th e MDE as seen by th e lo c a l K-12 p u b lic school a d m in i s tr a t o r s ; (3) to p r e s e n t the MDE w ith the d a ta in o rd e r f o r MDE personnel to understand how th e MDE i s perceived by th e lo cal a d m in i s t r a to r s ; and (4) to make recommendations to the MDE i f th e r e seems to be a need f o r improvement in th e vario us o p e ra tio n s o f MDE. 11 Assumptions The major assumptions o f th e study were: (1) t h a t th e MDE had a d e s i r e and need f o r the d a ta o f fe r e d as a r e s u l t o f t h i s r e s e a r c h ; (2) t h a t th e MDE would u t i l i z e d a ta from the study to improve th e e f f e c t i v e n e s s o f t h e i r a c t i v i t i e s ; (3) t h a t a sample survey u t i l i z i n g a s tr u c t u r e d q u e s tio n n a ir e to be answered by school a d m i n i s t r a t o r s in lo c a l schools re p re s e n te d an a p p r o p r ia te means o f g a th e rin g the needed d a ta ; and (4) t h a t respondents make a con­ s c i e n t i o u s e f f o r t to answer th e q u e s tio n n a ir e in a manner which would r e p r e s e n t t h e i r honest f e e li n g s and o p in io n s. L im ita tio n s o f the Study The major l i m i t a t i o n o f the study was the l i m i t a t i o n norm ally a s s o c ia te d w ith th e sample survey method o f r e s e a r c h . From time to time the MDE, as th e a d m i n is t r a t i v e arm o f the s t a t e board o f e d u c a tio n , implements mandated programs causing a c e r t a i n amount o f c o n tro v e rs y . Consequently, lo c a l a d m in is tr a to r s may fe e l d i f f e r e n t l y toward th e MDE d uring a p erio d o f time when mandated programs a r e being implemented. For t h i s re a so n , a time during which a c o n t r o v e r s ia l a n d /o r emotional is s u e e x is te d was in te n ­ t i o n a l l y avoided f o r sending o u t q u e s tio n n a ir e s to a d m in is tr a to r s . However, i t i s im p ossib le to determ ine i f the a t t i t u d e o f any a d m i n i s tr a t o r involved in t h i s study has been a f f e c t e d by a then c u r r e n t n e g a tiv e o r p o s i t i v e s i t u a t i o n with th e MDE. This f a c t o r 12 could be c o n sid e re d a l i m i t a t i o n . A lso, being fello w a d m in is tr a to rs th e resp on dents may have been in c lin e d to answer q u e stio n s in a manner to give the au tho r what they thought was d e s ir e d . Another l i m i t a t i o n was th e d e a rth o f o th e r s i m i l a r s t u d i e s . Overview The Michigan Department o f Education has been faced with numerous changes and ch a lle n g e s in the two decades follow ing Sputnik and th e in c e p tio n o f the Elementary and Secondary Education Act. D ecisio ns made by fe d e ra l and s t a t e l e g i s l a t u r e s , th e United S ta te s and Michigan Supreme C ourts, and th e s t a t e board o f ed u catio n have caused th e MDE to implement programs which have been receiv ed w ith mixed emotions by lo c a l school a d m i n i s t r a t o r s . In o r d e r to e s t a b l i s h a n d /o r m aintain a d e s ir a b l e working r e l a t i o n s h i p w ith lo c a l a d m in i s t r a t o r s , i t would seem th e MDE should un derstand th e a t t i t u d e o f th ese a d m in is tr a to rs and a lso u n derstan d how the a d m in is tr a to r s p erceiv e the a c t i v i t i e s c a r r i e d o u t by th e MDE. This stud y was made in an a tte m p t to g a th e r data which would a s s i s t th e MDE in t h i s reg ard and i s o f fe r e d in the c h a p te r s which follo w . D e f in itio n o f Terms A ctiv ity : A s p e c i f i c a c t i o n , a c t i v i t y , p r o j e c t o r program c a r r i e d o u t by th e MDE. A d m in is tr a to r : A f u l l - t i m e employee w ith a d m in is tr a tiv e d u t i e s in a Michigan K-12 p u b lic s ch o o l. 13 A ttitu d e : S t a t e o f mind as r e f l e c t e d by lo c a l school a d m i n i s t r a to r s . Geographic l o c a t i o n s : Area 1 o r L.P. -75 - an are a in the lower p en in su la o f Michigan w ith in 75 m iles o f Lansing; Area 2 o r L.P. +75 - an are a in the lower p en in su la o f Michigan and more than 75 m iles from Lansing; Area 3 o r U.P. - th e Upper P en in su la o f Michigan. Other a d m i n i s t r a t o r : A group o f f u l l - t i m e employees w ith a d m i n is t r a t i v e d u ti e s in a Michigan K-12 p u b lic s c h o o l, b u t not s e rv in g as a s u p e rin te n d e n t o r high school p r i n c i p a l . School system , lo c a l school o r school d i s t r i c t : A p u b lic K-12 grade school system in th e s t a t e o f Michigan. MDE: Michigan Department o f Education. SDE: Departments o f ed u catio n o th e r than th e Michigan Department o f Education. Various c a t e g o r i e s : A d m in istra tiv e p o s i t i o n , school s i z e , and geographical a r e a . Chapter Overview In Chapter II a review o f l i t e r a t u r e w i ll be p re s e n te d . C hapter I I I c o n s is ts o f a d e s c r i p t io n o f th e methods and procedures used in th e stu d y . In Chapter IV an a n a l y s is o f th e d ata i s given and Chapter V c o n s i s t s o f a summary, c o n c lu sio n s and recommendations. CHAPTER II REVIEW OF LITERATURE In t h i s c h a p te r the fo llow ing w ill be p re se n te d : 1. A b r i e f review o f th e background and development o f the Michigan Department o f Education. 2. S erv ic es o f the Michigan Department o f Education. 3. A review o f r e l a t e d l i t e r a t u r e and s tu d i e s . Development o f th e Michigan Department o f Education C o n s titu tio n a l mandates, s t a t u t e s , and case law have re p e a te d ly and c l e a r l y held over many y ears t h a t ed u catio n is the province and th e r e s p o n s i b i l i t y o f th e s t a t e government. The Michigan S t a t e C o n s titu tio n o f 1850 c r e a te d M ichigan's f i r s t S t a t e Board o f Education. A three-member, e l e c te d board was provided f o r by th e C o n s tu t i tio n . th e general e l e c t i o n o f 1852. The f i r s t board was e l e c te d w ith Members were e l e c te d to s ix - y e a r terms and th e terms stag g e red on a tw o-year b a s i s . The S up erin­ te n d e n t o f P u b lic I n s t r u c t i o n was made an ex o f f i c i o member and s e c r e t a r y o f th e board. For th e n ex t 58 y e a rs only minor changes took place a f f e c t ­ ing t h e S t a t e Board o f E ducation. In 1908, however, Michigan adopted i t s t h i r d S t a t e C o n s ti t u tio n . 14 The C o n s titu tio n s t a t e d t h a t : 15 The S t a t e Board o f Education s h a ll c o n s i s t o f four members. On th e f i r s t Monday in A p r i l, n in eteen hundred n in e , and a t each succeeding b ie n n ia l sp rin g e l e c t i o n th e r e s h a ll be e l e c t e d one member o f such board who s h a ll hold h is o f f i c e f o r s i x y e a rs from th e f i r s t day o f J u ly fo llow ing h i s e l e c ­ t i o n . The s t a t e board o f ed ucation s h a ll have general s u p e rv is io n o f th e s t a t e normal c o lle g e and th e s t a t e normal s c h o o ls , and th e d u t i e s o f s a id board s h a ll be p re sc rib e d by l a w .' The second and t h i r d S ta t e C o n s titu tio n s (1850 and 1908) c r e a te d S t a t e Boards o f Education which were devoted p rim a rily to th e area o f te a c h e r e d u c a tio n . Over a period o f y e a rs attem p ts were made to broaden th e scope o f the S t a t e Board o f Education by adding r e s p o n s i b i l i t i e s , b u t met w ith very lim ite d success u n t i l 1935. At t h a t p o in t in time th e board was given th e power "to p r e s c r ib e co u rses o f s tu d y , is s u e lic e n s e s and c e r t i f i c a t e s , and g r a n t diplomas and degrees in connection w ith se v e ra l educatio nal 2 i n s t i t u t i o n s o f th e s t a t e . " On April 3, 1961, a C o n s titu tio n a l Convention referendum was passed by th e v o te rs in Michigan. The d e le g a te s met in Lansing from October 1961 to August 1962, and on April 1, 1963, th e 1963 Michigan C o n s titu tio n was r a t i f i e d by a vote o f 810,860 yes to 803,436 no. P u b lic Acts o f th e L e g is la tu r e o f the S ta te o f Michigan, passed a t th e r e g u l a r s e s s io n o f 1909, compiled by F rederick C. M artin d ale, Sec. o f S t a t e , Wynkiip Hallenbeck Crawford C o., S ta te P r i n t e r s , 1909, A rt. Xi, Sec. 6. 2 P u b lic and Local Acts o f th e L e g is la tu r e o f th e S t a t e o f Michigan, passed a t th e r e g u l a r s e s s io n o f 1935, compiled by O r v il1e E. Atwood, Sec. o f S t a t e , F ran k lin DeKleine C o., P r i n t e r s , Lansing, 1935, 7853: Sec. 1, p. 86. 16 U n til th e C o n s titu tio n o f 1963 was r a t i f i e d , the S t a t e Board o f Education had lim ite d d u t i e s . However, th e new C o n s titu ­ t io n placed much more r e s p o n s i b i l i t y on the board. The p r in c ip a l f e a t u r e s o f th e 1963 C o n s t i t u t io n , Education A r t i c l e , were: A. I t provided f o r the S t a t e Board o f Education which was charged w ith th e " le a d e r s h ip and general s u p e rv is io n over a l l p u b lic e d u c a tio n , in c lu d in g a d u l t education and i n s t r u c t i o n a l programs in s t a t e i n s t i t u t i o n s , excep t as to i n s t i t u t i o n s o f h ig h er ed ucatio n g ra n tin g b a c c a la u re a te degrees. . . . B. I t provided f o r an e i g h t member S ta t e Board o f Education. Members a r e nominated by p a r ty conventions and e le c te d a t la r g e f o r terms o f e i g h t y e a rs as d e t a i l e d in s t a t u t e . The Governor and th e S t a t e S u p erin ten d e n t o f P ub lic I n s t r u c t i o n , who i s appointed by the S t a t e Board, a r e ex o f f i c i o members o f th e Board. The Governor i s au th o riz e d to f i l l vacancies by appointm ent f o r the unexpired term and i s an ex o f f i c i o member o f th e board. C. I t provided t h a t th e S t a t e Board o f Education " s h a ll serv e as th e general planning and c o o rd in a tin g body f o r a l l p u b lic e d u c a tio n , in c lu d in g h ig h er e d u c a tio n , and s h a ll a d v ise th e l e g i s l a t u r e as to th e f in a n c ia l requirem ents in con n ection th e r e w ith ." There was a p ro v is o , however, which li m i t e d the powers o f the board to th e e x te n t t h a t th e boards o f h ig h e r edu cation i n s t i t u t i o n s were given powers to " su p e rv ise t h e i r r e s p e c t iv e i n s t i t u t i o n s and co n tro l and d i r e c t th e ex p en d itu re o f th e i n s t i t u t i o n s ' funds . . ." D. I t provided t h a t th e L e g is la tu r e " sh a ll m ain tain and s u p p o rt a system o f f r e e p u b lic elem entary and secondary scho ols as d e fin e d by s t a t u t e . " E. I t provided f o r a S t a t e Board f o r P u blic and Community and J u n io r C olleges which s h a ll "ad v ise th e S t a t e Board o f Edu­ c a tio n concerning general s u p e rv is io n and planning f o r such c o lle g e s and r e q u e s ts f o r annual a p p r o p ria tio n s f o r t h e i r s u p p o rt. F. I t provided t h a t th e L e g is la tu r e should co ntin u e to provide f o r , by law, a s ta te - w id e system o f l i b r a r i e s . Fines 17 a sse sse d and c o ll e c t e d f o r breach o f penal laws a r e to be 3 d e d ic a te d to th e su p p o rt o f p u b lic and county law l i b r a r i e s . In 1964 th e Michigan L e g is la tu r e d efin ed th e d u tie s o f th e S ta te Board o f Education by law. The powers and d u t i e s o f the S ta te S u p e rin te n d e n t o f P ub lic I n s t r u c t io n were s p e c i f ie d by law in 1965. The Department o f Education was c r e a te d p u rsu an t to th e 1965 Executive O rgan izatio n A ct, which s e t s f o r t h th e powers, d u t i e s , and fu n c tio n s o f th e departm ent as re q u ire d by th e Michigan C o n s t it u t io n . The ex ecu tiv e o rd e r c r e a t i n g th e department d e s ig n a te s th e S t a te Board o f Education as th e head o f the departm ent and th e S u p erin ten d en t o f P u blic I n s t r u c t io n as i t s p r in c ip a l e x e c u tiv e o f f i c e r . The S u p erin ten d e n t i s chairman o f th e board w ith o u t th e r i g h t to v o te , and i s r e s p o n s ib le f o r the execu tion o f i t s p o l i c i e s . 4 S erv ices Offered b.y the Michigan Department o f Education The Michigan Department o f Education i s d iv id ed i n t o t h i r t e e n s e r v i c e a reas which, in some c a s e s , a re made up o f two or more pro­ gram a r e a s : The s e r v ic e and program a re a s a r e : 1. General Education S erv ices A. I n s t r u c t io n a l S p e c i a l i s t s Program B. Experimental and Demonstration Centers Program C. Pupil Personnel 2. Compensatory Education S ervices A. Programs f o r th e E d u c a tio n a lly D isad v an tag ed -T itle I ESEA B. Programs f o r Migrant C hildren C. S ta te Aid f o r th e E d u c atio n a lly Disadvantaged Chapter 3 D. N o n re sid e n tia l A l te r n a t iv e J u v e n ile R e h a b ilita tio n Programs - S ection 48 ^F act S h eet, Michigan Department o f Education, no d a t e , p. 1. 2 Sam P. H a r r is , S t a t e Departments o f E ducation, S t a t e Boards o f E ducation, and Chief S t a t e School O f f i c e r s , DHEW P u b lic a tio n No. (OE) 73-07400, Table I , p. 6. 18 3. V o c a tio n a l-te c h n ic a l Education S ervice A. Vocational Guidance B. Area V ocational C enters C. S p e c if ic s o f Michigan Program 4. School Management S erv ices A. School D i s t r i c t O rg anizatio n and School P la n t Planning Program B. Food and N u tr itio n Program C. S afety and T r a f f i c Education Program 5. Research, E v a lu a tio n , and Assessment S erv ices A. Evaluation and Research Program B. Michigan Educational Assessment Program 6. Teacher P re p a ra tio n and P ro fe s sio n a l Development S erv ices A. C e r t i f i c a t i o n S erv ic es B. Teacher Education S erv ices C. Federal Programs 7. Higher Education Management S erv ices A. Cooperative and Continuous D iscussion B. E q u a lity o f Access C. Manpower Requirements D. E f f e c tiv e and E f f i c i e n t Use o f Resources E. Continuing Education F. Community C olleges G. P r iv a te and P r o p r ie ta r y I n s t i t u t i o n s H. Regional Planning I . Long-range P r o je c tio n s 8. Adult A. B. C. 9. S tudent F in an cial A s sis ta n c e S erv ic es A. S c h o la r s h ip s , T u i t i o n , G ran ts, and Guaranteed Loans B. Degree Reimbursement Programs C. S pecial Education I n s t i t u t e s D. F in an cial Aid Inform ation S erv ic es Continuing Education S erv ices Adult Basic Education Adult V ocational Education Continuing Education 10. S t a t e L ib ra ry S erv ic es 11. Special Education S erv ices A. S t a t e A s sis ta n c e f o r th e Handicapped Program B. P h y s ic a lly Impaired C. M entally Impaired D. Emotionally Impaired E. F. G. H. I. J. K. L. M. Michigan School f o r the Blind Michigan School f o r the Deaf Supplementary S erv ic es D iag n o stic and S u pp ortiv e S erv ic es Speech and Language Impaired S erv ices Learning D isabled D ir e c to rs and S u p erv iso rs o f S pecial Education Curriculum Resource C o n su ltan ts and Curriculum Resource Speci a l i s t s O ccupational T h e ra p is ts and P hysical T h e ra p is ts 12. R e h a b il i t a t i o n S erv ic es A. P u b lic A s s i s t a n t Subprogram B. Mental Health Subprogram C. Youth Subprogram D. P u b lic O ffender Subprogram E. Substance Abuse Subprogram F. S ocial S e c u r ity Subprogram G. W orker's Comp. Subprogram H. C r a f t Subprogram I . Deaf Program Subprogram J . S t a t e Technical I n s t i t u t e and R e h a b ili t a t i o n Center and D i s a b i l i t y D eterm ination Program 13. Department S erv ic es A. Budget B. Accounting C. Data P rocessing D. O ffic e S ervices^ A Review o f Related L i t e r a t u r e and S tu d ie s Other s tu d i e s were reviewed f o r th e purpose o f determ ining e f f e c t i v e means o f measuring a t t i t u d e s and p e rc e p tio n s o f a c t i v i t i e s . In an a tte m p t to review th e l i t e r a t u r e f o r t h i s s tu d y , th r e e ERIC search es were made. ERIC s e a rc h . No s i m i l a r s tu d i e s were lo c a te d through th e Consequently, a l l S t a t e Departments o f Education, the Department o f H ealth , Education, and Welfare and the Chief S t a t e School O f f i c i a l s Council were c o n ta c te d . ^Michigan Department o f Education Annual R eport, 1974-75. 20 The fo llo w in g agencies and s t a t e s r e p lie d and forwarded s t u d i e s r e l a t i n g to th e proposed study: Department o f H ealth , E ducation, and Welfare Alabama Alaska Colorado F lo r id a Georgia Illin o is Iowa Louisiana M assachusetts Michigan Nevada Oklahoma Oregon Rhode Isla n d South Dakota Although North C a r o lin a , South C a ro lin a , and Tennessee did n o t send a s tu d y , they were included in a study made by th e Depart­ ment o f H e a lth , E ducation, and Welfare in s ix southern s t a t e s . Some o f th e o t h e r s t a t e s re p o rte d they had not made a stu d y , b u t o f f e r e d o th e r so urces o r s u g g e stio n s. These s t a t e s includ ed: Idaho M issouri New J e rs e y North Dakota Ohio South C aro lin a West V irg in ia The fo llow ing s t a t e s s e n t u n r e la te d s tu d i e s : Hawai i Wisconsin The fo llow ing agency and s t a t e s re p o rte d they had made no stu d y o r t h a t they were n o t aware o f any o th e r s tu d i e s being made: C h ie f S t a t e School O f f i c i a l s Council Arizona C alifo rn ia Kansas Kentucky Maine Pennsylvania Texas Washington R e s u lts o f t h i s survey in d ic a te d t h a t in 19 s t a t e s th e r e have been s t u d i e s which in c o r p o ra te a t l e a s t one component included 21 in t h i s s tu d y . Most o f th ese s tu d i e s were lim ite d in scope in reg ard to how th ey would r e l a t e to t h i s s tu d y . A case stu dy in Michigan e n t i t l e d S ta te P olicy Making f o r the P u blic Schools o f Michigan i s an example. The study was "designed to determ ine the s t r u c t u r e s , a c t i o n s , p ro c e s s e s , and r e l a t i o n s h i p s t h a t a re involved when s t a t e government in Michigan determ ines p o lic y f o r th e p u b lic sc h o o ls."6 In the s tu d y , many quotes a re made from respondents re g a rd ­ ing how Dr. John W. P o r te r became S t a t e S u p erin ten d en t o f P ub lic I n s t r u c t i o n , why he was ap po inted, how he was appointed and how he has performed in t h a t p o s it i o n . The Michigan l e g i s l a t o r s were a lso given th e o p p o rtu n ity to o f f e r t h e i r p e rc e p tio n s as to how Dr. P o r te r and h i s s t a f f r e l a t e d to the l e g i s l a t u r e by i n d ic a t i n g how su ccess­ fu l th e l e g i s l a t o r s thought Dr. P o r te r and h is s t a f f were in g e t t i n g p ro p o sa ls enacted by the l e g i s l a t u r e . Because only 14 l e g i s l a t o r s were included in t h i s p a r t o f the s tu d y , i t would appear t h a t th e r e s u l t s could be s t a t i s t i c a l l y q u e s tio n a b le . I t i s n o t known i f a random s e le c t i o n was made to determ ine which 14 l e g i s l a t o r s would be in c lu d e d , who responded, and i f th e l e g i s l a t o r s re p re s e n te d a p ar­ t i c u l a r geographical a re a o r p o l i t i c a l p a r t y . The r e l a t i o n s h i p between th e Governor and Dr. P o r te r was a ls o mentioned. The l e g i s ­ l a t o r s were a ls o asked f o r t h e i r p e rc e p tio n s as to th e importance 6S t a t e P o licy Making f o r th e P ublic Schools o f Michigan, H ines, A ufderheide, S ie g e l, M o ffatt and Smith with a s s i s t a n c e o f H orton, Prepared f o r th e Educational Governance P r o j e c t , The Ohio S t a t e U n iv e r s ity , Colombus, Ohio, I n tr o . 22 o f th e S ta te Board o f Education in fo rm u latin g and working f o r th e ed u catio n al l e g i s l a t i o n . Again, th e small number (14) o f respon­ d en ts and o th e r f a c t o r s make th e s t a t i s t i c a l v a l i d i t y o f t h i s s e c tio n o f th e stud y q u e s tio n a b le . In some cases th e in d iv id u a l s t a t e departm ents o f education have conducted surveys in an a tte m p t to i d e n t i f y a reas f o r improve­ ment o r to determ ine what s e rv ic e s should be o f fe r e d and how b e s t to provide them. In April 1976, th e Alaska S t a t e Department o f E ducation, through i t s Planning and Research D iv is io n , c a r r i e d o u t a survey in which 2,370 q u e s tio n n a ir e s "were mailed to te a c h e r s , a d m i n i s t r a to r s , and s p e c i a l i s t s in a l l reg io n s o f th e s t a t e . S l i g h t l y more than 860 were re tu rn e d (36%). Of th o se r e tu rn e d , 77.7% were from t e a c h e r s , 14.3% from p r i n c i p a l s and p r i n c i p a l t e a c h e r s , 4.7% from s u p e rin te n d e n ts , and l e s s than 3.5% from s p e c ia lis ts." ^ E v id e n tly , i t was f e l t by th e s t a f f o f th e Alaska S t a t e Department o f Education t h a t th e 36% r e tu r n was ad equate, when under th e t i t l e o f "Survey V a lid ity " they s t a t e d , "Do the r e s u l t s r e p r e s e n t th e ed u cato rs o f Alaska? Yes. This s h o r t , a f f i r m a t i v e answer i s based on th e fo llo w in g f a c t s . Over 36% o f th e q u e s tio n n a ir e s were re tu rn e d with no follow -up procedures. ( I t might be noted t h a t th e Montana S t a t e Education Agency receiv ed about th e same amount in a s i m i l a r survey and th e Iowa SEA receiv ed ^ R esu lts o f Department o f Education Planning and E v aluation Survey, Planning and Research Department o f Education, Pouch F. Juneau, A laska, August 1976, p. 1. 23 l e s s than 10%, u sin g a follow -up p ro c e d u re )." o I t was a ls o pointed o u t t h a t th e p ercentag e o f t o t a l r e tu r n from th e geographical a r e a , from d i s t r i c t s i z e and occupational groups was in p ro p o rtio n to the t o t a l numbers. The general r e s u l t s o f th e study in d ic a te d t h a t the Alaskan Department o f Education should: prov id e le a d e r s h ip in e s t a b l i s h i n g and m aintaining s ta te w id e g o als needs and p r i o r i t i e s ; i d e n t i f y and d issem in ate ed u catio n al in fo rm a tio n , media re so u rc e s and promising p r a c t i c e s ; examine and improve c e r t i f i c a t i o n proced u res; pro vid e i n s e r v i c e t r a i n i n g , e s p e c i a l l y through regional sessio n s; i n v e s t i g a t e a l t e r n a t e means o f funding s c h o o ls ; improve communications (with lo c a l s c h o o ls , both formal and in fo r m a l) ; m aintain su p p o rt and emphasis on the b a s ic s k i l l a r e a s , e s p e c i a l l y re a d in g ; develop new programs and curriculum and d issem in ate informa­ t i o n about them ( e s p e c i a l l y programs in c a r e e r s , th in k in g s k i l l s and s p e c ia l education f o r th e g i f t e d ) . 9 In th e search f o r s tu d ie s t h a t would r e l a t e to t h i s s tu d y , two were found which were devoted t o t a l l y to a t t i t u d e toward s t a t e departm ents o f ed ucation o r how people p erceiv ed s t a t e departm ent o f ed u catio n a c t i v i t i e s . The f i r s t stu dy to be d e sc rib e d was p a r t o f th e Regional Curriculum P r o je c t conducted in s ix southern s t a t e s , in c lu d in g Alabama, F lo r id a , Georgia, North C a ro lin a , South C a ro lin a , 8 I b i d . , p. 2. 8 I b i d . , p. 7. 24 and Tennessee. This was a p r o j e c t funded under T i t l e V, S ection 505, P u b lic Law 89-10, Elementary and Secondary Education Act o f 1965. P a r t o f the t o t a l stud y was th e reg io n al a t t i t u d e survey. p o lic y committee was formed to c a rry o u t th e reg io n al s tu d y . A The co n m itte e was made up o f members appointed by s t a t e school super­ in te n d e n ts o f th e s i x p a r t i c i p a t i n g s t a t e s and by lo c a l school s u p e r in te n d e n ts . so n n e l. I t a l s o included members from lo c a l school per­ The committee f e l t t h a t th e r e were many b e n e f it s t h a t would r e s u l t from an a t t i t u d i n a l survey r e s u l t i n g in f o r t h r i g h t in fo rm a tio n reg ard in g th e s t a t e departm ent o f ed u cation image a t th e lo c a l l e v e l . The purpose o f th e survey was s t a t e d as follow s: In fo rm u la tin g th e A t t i t u d e Survey and in ad m in iste rin g i t to r e p r e s e n t a t i v e personnel a t the lo c a l l e v e l , i t was intended t h a t th e f in d in g s c o n s t i t u t e a firm b a s is on which f u r t h e r improvements in s t a t e departm ents might be e f f e c t e d . Data a v a i l a b l e through t h i s in stru m e n t, i t was f e l t , might p ro p erly be u s e fu l in b rin g in g about d e s ir a b l e changes in p erso n s, a c t i v i t i e s , s e r v i c e s , and r e l a t i o n s h i p s . I t was a n t i c i p a t e d t h a t th e same in stru m e n t would be ad m inistered toward th e co n c lu sio n o f th e p r o je c te d f iv e - y e a r s tu d y , hoping t h a t any p o s i t i v e changes in a t t i t u d e s would r e f l e c t p o s it i v e changes in d e p a r t m e n t s J 0 Through th e c o o p e ra tiv e e f f o r t s o f s t a t e departm ent s t a f f members, lo c a l school p e rso n n e l, c o lle g e and u n i v e r s i t y c o n s u lt a n t s , and personnel involved in th e cu rricu lu m p r o j e c t , 200 p o s s ib le s ta te m e n ts were e s t a b l i s h e d . L a te r th e l i s t o f items was reduced to 176 in a t r i a l in stru m e n t. A 5 - p o in t response s c a l e , ranging 10 Final P r o j e c t R ep o rt, Regional Curriculum P r o j e c t , Funded under T i t l e V, Sec. 505, P.L. 89-10, ESEA o f 1965, p. 35. 25 from ag ree to d is a g r e e was used. E v e n tu a lly , 96 items were used in th e f i n a l su rv ey , 70 o f which were f o r the purpose o f measuring a ttitu d e . The survey in stru m en t was mailed to each s t a t e , and resp on ses were re tu rn e d to the c e n t r a l o f f i c e in A tla n ta . One hundred p e rc e n t o f the su p e rin te n d e n ts in a l l s ix s t a t e s were included in th e sampling. Twelve p e rc e n t o f th e c e n tr a l o f f i c e p e rso n n e l, 10% o f th e p r i n c i p a l s , and 3% o f th e te a c h e r s and o t h e r lo c a l p r o f e s s i o n a l s , such as l i b r a r i a n s and c o u n s e lo rs , were a l s o in c lu d e d . A t o t a l o f 9,557 q u e s tio n n a ir e s were s e n t o u t w ith a r e t u r n o f 5,759 o r 60%. A r e l i a b i l i t y check was made by having 100 o f the personnel in th e p r o j e c t 's 24 experim ental l o c a l u n i t s respond and l a t e r be re te ste d . The r e s u l t s o f th e a n a l y s is were confirmed by a h ig h ly sa tisfa c to ry r e lia b ility c o efficien t. The a t t i t u d i n a l items were grouped in to fo u r b a s ic a reas which in clu ded: (1) th e person, (2) th e departm ent, (3) departm ent a c t i v i t i e s and s e r v i c e s , and (4) r e l a t i o n s w ith two types o f edu­ c a t i o n a l a g e n c ie s . Some o f th e b a s ic a re a s were broken down in to two o r more c l u s t e r s . The a r i th m e t i c mean f o r each o f th e 70 a t t i t u d i n a l items in th e in stru m en t was p a r t o f th e s t a t i s t i c a l tre a tm e n t. The means o f th e ten c l u s t e r s o r r e l a t e d groups o f items f o r each categ o ry o f personnel r e a c ti o n to th e items were a ls o determ ined. I t was determ ined t h a t a d i f f e r e n c e o f .50 among th e r a t i n g s would w a rra n t atte n tio n . Anything lower than 2 .5 o f th e 3 .0 median s c a l e was con sid ered n e g a tiv e and those above 3 .5 considered p o s i t i v e . 26 D e s c rip tiv e a n a l y s is was made fo r each in d iv id u a l s t a t e and r e s u l t s were re tu rn e d to the in d iv id u a l s t a t e s . Visual a id s were used as a means o f p re s e n tin g th e r e s u l t s in workshops in th e v arious s t a t e s . The fin d in g s were summarized as fo llo w s: A t ti t u d e s o f lo c a l school personnel toward s t a t e departm ents o f ed u catio n were more fa v o ra b le than o th erw ise. Among th e f i v e respondent groups, fa v o ra b le a t t i t u d e s showed a s l i g h t downward tre n d from s u p e rin te n d e n ts to te a c h e r s , in the fo llo w in g rank o rd e r: —s u p e rin te n d e n ts —c e n tr a l o f f i c e personnel —p r i n c i p a l s —o th e r lo c a l school personnel and te a c h e rs S u p erin ten d e n ts and c e n tr a l o f f i c e personnel tended to have th e same a t t i t u d e s . Likewise, the a t t i t u d e s o f o th e r lo cal school personnel and te a c h e rs were somewhat s i m i l a r . For th e most p a r t , p r i n c ip a l s tended to agree w ith o th e r local school personnel and te a c h e rs in t h e i r o v e r a ll a t t i t u d e s . Wider d iv ergences o f a t t i t u d e s e x is te d w ith in in d iv id u al s t a t e s than among the s ix s t a t e s . There was a c o n s is te n c y o f a t t i t u d e among each respondent group reg ion wide. Almost every a t t i t u d e item recorded a per c e n t o f n e g a tiv e a t t i t u d e s from a l l respondent groups e x cep t s u p e rin te n d e n ts . I t ranged from approxim ately 5 to more than 30 but t y p i c a l l y was 10 to 12 per c e n t. Only s l i g h t d i f f e r e n c e s in a t t i t u d e s were ap p aren t among th e f o u r b a s ic a r e a s : The Person, The Department, Department S e r v ic e s , Department R e la tio n s h ip s . All o f th e respondents held more fa v o ra b le a t t i t u d e s toward s t a t e departm ent personnel as a person ( t h e i r personal a t t r i b u t e s ) than they d id o f h is work h a b its o r philosophy. This was, in f a c t , th e area o f most f a v o ra b le a t t i t u d e . H 11 Ibid., p. 39. 27 I t i s i n t e r e s t i n g to note t h a t although s p e c i f i c improve­ ments in th e programs, p o l i c i e s , o r persons could n o t be p in p o in te d , i t was g e n e r a lly f e l t by th e personnel o f th e s t a t e departm ents o f edu cation in th e s i x s t a t e s t h a t th e study d id in c re a s e an awareness o f th e need f o r improvements w ith in th e s t a t e departm ents. I t was observed t h a t in d iv id u a l s t a f f members were more eager f o r change and s t a t e s u p e rin te n d e n ts o f p u b lic i n s t r u c t i o n and t h e i r c l o s e s t a s s o c ia t e s were ready to "assume more enthusiasm and i n i t i a t i v e in b rin g in g about e f f e c t i v e changes in t h e i r r e s p e c t iv e c e n t r a l educ a tio n a l a g e n c ie s ." 12 Other p o s i t i v e outcomes p e r ta in in g to th e a t t i t u d e study were: (1) SDE personnel in th e s ix s t a t e s shared th e f in d in g s in workshops and co n fe re n c e s. Communications among the SDE's were improved and renewed d e te rm in a tio n f o r improvement seemed to be e v id e n t. (2) A new und erstand ing and a p p r e c ia tio n o f th e poten­ t i a l i t i e s o f SDE's was recognized by a l l in v o lv ed . (3) The f a c t t h a t th e p o lic y committee made the d e c is io n to make an a t t i t u d i n a l in stru m en t to measure th e a t t i t u d e o f ed u c a to rs toward th e s t a t e departm ent o f ed u catio n in i t s e l f i n d ic a te d t h a t th e s t a t e d e p a r t­ ments must r e a l i z e th e p e rc e p tio n s and a t t i t u d e s o f t h e i r c o n s t i ­ t u e n ts i f indeed they a r e to b rin g abo ut e f f e c t i v e ed ucation al ch an ges. I t i s i n t e r e s t i n g to n o te t h a t th e study mentions t h a t no o th e r in stru m en t s i m i l a r to th e one used could be found through a 12Ibid., p. 43. 28 l i t e r a t u r e s e a rc h . In an e v a lu a tio n o f th e stu d y , i t was mentioned t h a t one o f th e weaknesses was t h a t c e r t a i n a c t i v i t i e s and s e r v i c e s were n o t included in th e 70 item s. This r e s u l t e d in complete absence o f in fo rm atio n which could have been s i g n i f i c a n t . I t was a l s o mentioned t h a t many people who a re knowledgeable about s t a t e departm ent a c t i v i t i e s and s e r v i c e s were n o t involved in e s t a b l i s h i n g the a t t i t u d i n a l s ta te m e n ts . The p reface o f the Regional Data Report would i n d i c a t e t h a t th e study was completed in 1968. As was mentioned e a r l i e r , the s i x - s t a t e regional study was ad e q u a te ly funded and, co n seq u en tly , was c a r r ie d o u t by sev eral p e rso n s . A lso, due t o adequate fe d e ra l fun ding , workshops and sem inars could be held to both o rg an ize th e survey and d issem in ate th e r e s u l t i n g d a ta . Another stu dy found to be s i g n i f i c a n t was th e Iowa S ta te Department o f I n s t r u c t i o n Role P ercep tio n S tudy. The study was forwarded by Robert D. Denton, Ed.D., S t a t e S u p e rin te n d e n t, S ta te o f Iowa, Department o f P u blic I n s t r u c t i o n . The study was made d u rin g th e 1972-73 school y e a r f o r th e purpose o f continued improve­ ment o f th e D epartm ent's le a d e r s h ip p o t e n t i a l . Included in th e sample p o p u latio n s were SDE p e rso n n e l, county u n i t s , a re a s c h o o ls , and p u b lic s c h o o ls . s t a t e d purpose f o r th e study was: S p e c i f i c a l l y , th e "For s e lf - a s s e s s m e n t d i r e c t e d to th e con tinu ed improvement o f i t s le a d e r s h ip p o t e n t i a l , th e Iowa S t a t e Department o f P u b lic I n s t r u c t i o n (DPI) reco gn izes i t s need f o r f a c t s , em p irica l ev id en ce, feedback and o th e r forms o f in fo rm atio n . 29 The purpose o f t h i s study i s to provide f o r the DPI adm inis­ t r a t i o n ' s c o n s id e ra tio n : 1. an a t t i t u d e p r o f i l e o f how, in g e n e r a l, a v a r i e t y o f groups o f ed u cato rs f e e l toward the DPI as a whole; 2. an a t t i t u d e p r o f i l e o f how, in g e n e r a l, a v a r i e t y o f groups o f ed u cato rs f e e l about s p e c i f i c DPI a c t i v i t i e s ; 3. a d e s i r e p r o f i l e o f what s p e c i f i c a c t i v i t i e s a v a r i e t y o f groups o f e d u c a to r s , on th e av erag e, want the DPI to u n d ertak e; 4. a p r o f i l e o f how, in g e n e r a l, a v a r i e t y o f groups o f edu­ c a to r s p erceiv e th e e x t e n t to which th e DPI i s c u r r e n t l y engaged in s p e c i f i c a c t i v i t i e s J 3 Employees o f Iowa SDE were asked to su g g est items to be inclu ded in th e stud y. C ivic groups, l e g i s l a t o r s and p ro fe s s io a l groups were a l s o asked f o r s u g g e s tio n s . A t o t a l o f 640 items were su b m itted f o r c o n s id e ra tio n f o r th e s tu d y . E v e n tu a lly , th e number o f items was reduced to 42 a t t i t u d e items and 52 a c t i v i t y item s. A p r e - t e s t was g iven, and because o f th e r e l i a b i l i t y f a c t o r , no changes were made in the item s. Because o f a very low r e tu r n r a t e on th e p r e - t e s t from board members and t e a c h e r s , i t was decided to exclude th e s e groups in th e f i n a l sampling. The f i n a l survey in stru m en t was s e n t to s u p e rin te n d e n ts , p r i n c i p a l s , are a school a d m i n i s t r a t o r s , in te rm e d ia te u n i t adm inis­ t r a t o r s and s e r v i c e p erso n n el. A lso, SDE a d m i n i s t r a t iv e and con­ s u l t i v e s t a f f members were included in th e s tu d y . 13 Schools were Barbara B rittingham and Joseph Wolvek, The Iowa S t a t e Department o f P u b lic I n s t r u c t i o n Role P ercep tio n Study (Des Moines: Iowa S t a t e Dept, o f P ublic I n s t r u c t i o n , b iv . o f M ann in g, Research and E v a lu a tio n , S e p t ., 1973, Instrum ent Development), p. 1. 30 broken down in to s i z e c a t e g o r i e s , those over 2,000 and those under 2,000. 681 A t o t a l o f 996 q u e s tio n n a ir e s were s e n t with the r e tu r n o f f o r an o v e r a ll r e tu r n r a t e o f 68 %. The survey in strum ent c o n s is te d o f two p a r t s . The a t t i ­ tu d in a l p a r t c o n s is te d o f 42 items and was designed to measure a tti* tudes toward th e SDE. The second p a r t c o n s is te d o f 52 item s. Two s c a l e s were o f fe r e d to the respondent under th e a c t i v i t i e s s e c t io n . The l e f t hand s c a le recorded the opinion o f th e importance f o r the SDE a c t i v i t y and th e r i g h t hand s c a le gave the response p ercep tio n as to how involved th e SDE was in th e a c t i v i t y . Findings o f the Iowa study showed t h a t : 1. th e o v e ra ll a t t i t u d e s d isp lay ed by respondents f o r the fu n c tio n o f the DPI were found to be p o s i t i v e even though s l i g h t l y s o , and 2. in g e n e r a l, te a c h e rs and board members do not know enough about th e DPI to fe e l t h a t they could comment about t h e i r a t t i t u d e s toward i t , p e rc e p tio n s o f fu n c tio n s in which the DPI i s engaged, o r d e s ir e s f o r a c t i v i t i e s in which the DPI should engage. An a n a ly s is o f sample r e tu r n s would i n d i ­ c a t e DPI le a d e r s h ip f o r those t a r g e t p o pu latio n s i s p re ­ s e n tl y l a c k i n g . ^ Unlike the p re v io u sly mentioned study done in s ix southern s t a t e s , th e Iowa study was funded through the Iowa S t a te Department o f P u b lic I n s t r u c t io n funds. (At l e a s t th e r e was no mention o f f e d e ra l funding f o r th e p r o j e c t . ) Both o f th e se s t u d i e s , however, d id have ample funding and had the advantage o f having s u f f i c i e n t s t a f f to c a r ry o u t th e s tu d ie s by making personal c o n ta c t through workshops, in te rv ie w s and teleph on e c a l l s . 14Ibid., p. 74. 31 I t appears t h a t a s i g n i f i c a n t f a c t o r common to both o f th e se s tu d i e s was t h a t they were i n i t i a t e d by t h e i r s t a t e departm ent o f e d u c a t io n 's s in c e r e d e s ir e to improve t h e i r s e r v i c e s . I t is i n t e r e s t i n g to n ote t h a t Dr. James Phelps o f th e Michigan Department o f Education had suggested a form at f o r th e a c t i v i t y s e c tio n o f th e study which was alm ost i d e n t i c a l to th e one used in the S t a t e o f Iowa. At th e p o in t in tim e in which Dr. Phelps made his su g g e stio n , n e i t h e r th e a u th o r nor Dr. Phelps was aware o f th e Iowa s tu d y . S im ila r a t t i t u d e surveys have been used in b u sin ess and in d u s tr y f o r many y e a r s . One such study was made by th e D e t r o i t Edison Company in 1950. A tt i t u d e s and op inions o f s u p e rv is o rs and employees were c o l l e c t e d (May 1950) as p a r t o f a long term re se a rc h p r o j e c t i n v e s t i g a t i n g change in em ployee's a t t i t u d e s . 15 In 1953 The Survey Feedback Experiment was p ublished by Baumgartel " to t e s t th e e f f e c t iv e n e s s o f an in te n s iv e program f o r th e u t i l i z a t i o n o f a t t i t u d e survey i n f o r m a t i o n . " ^ This experim ent in d ic a te d t h a t a t t i t u d e surveys inprove th e e f f e c t i v e n e s s o f the o p e ra tio n o f th e system. A tt i t u d e surveys have been used in th e U.S. f o r some tim e, b u t a r e n o t l im ite d to t h i s c o u n try , a new management te c h n iq u e . "The a t t i t u d e survey i s n o t Surveys have been conducted in th e ^5Floyd Mann and James Dent, A p p ra isa ls o f Supervisors ( D e t r o i t : D e t r o i t Edison Company, May 1950). 1 fi Arbor: loHoward Baumgartel, The Survey Feedback Experiment (Ann U n iv e rsity o f Michigan, August 1953). 32 United S t a te s and to a l e s s e r e x t e n t in t h i s co un try f o r a number o f y e a r s b u t t h e r e is every in d i c a t i o n t h a t B r i t i s h companies a r e becoming i n c r e a s in g l y i n t e r e s t e d in th e a t t i t u d e survey and aware o f i t s u s e f u l n e s s . " 17 J u s t i f i c a t i o n f o r a t t i t u d e surveys a r e , according to Davey, G i l l , and McDonnell: 1. Managements o fte n make d e c is io n s which a r e based on t h e i r hunches about what w ill m otiv ate o r provide s a t i s f a c t i o n to employees, o r on what they have heard from a vocal m in o rity o f employees. A much sounder b a s is f o r d e c is io n s i s provided by th e a t t i t u d e su rv ey , which i s a s y ste m a tic i n v e s t i g a t i o n o f p e o p le 's a t t i t u d e s and f e e l i n g s . 18 2. General surveys and s p e c ia l purpose surveys can a l s o be used to p rov ide some measure o f how o r g a n iz a tio n a l and o t h e r changes have been r e c e i v e d . 17 3. An a d d i ti o n a l b e n e f i t o f a t t i t u d e surveys p rovide an o p p o rtu n ity f o r people to make th ereb y tap pin g th e w ealth o f id eas which shown to e x i s t in a l l o r g a n iz a tio n s a t a l l i s t h a t they can s u g g e s tio n s , ex p erien ce has l e v e l s . 20 Summary The MDE has evolved from a meager beginning to what seems to be a huge bu reau cracy comprised o f t h i r t e e n s e r v i c e a r e a s . A review o f l i t e r a t u r e re v e a le d t h a t very few s i m i l a r s t u d i e s have been made o f o t h e r s t a t e departm ents o f e d u c a tio n . 17 (London: Davey, G ill and McDonnell, A t t it u d e Surveys in In d u stry I n s t i t u t e o f Personnel Management, *1970), p. 7. 18I b id . 19I b i d . , p. 8. 2 0 Ibid., p. 9. 33 Two s i m i l a r f e d e r a l and s t a t e funded s tu d ie s were made, one in s i x so u th ern s t a t e s , th e o th e r in Iowa. A t t i t u d e surveys have been used in b usiness and in d u stry f o r many y e a r s . Only r e c e n t l y have s tu d i e s been made o f SDE's by u sin g t h i s tech n iq u e. CHAPTER III METHODS AND PROCEDURES In t h i s c h a p te r an o u t l i n e o f th e methods and procedures f o r conducting th e study w ill be p re s e n te d . In an attem p t to l o c a t e and i d e n t i f y a l l s i m i l a r s t u d i e s , th e SDE o f each s t a t e was c o n ta c te d and requ ested to forward any info rm ation which might be o f a s s i s t a n c e in plann ing th e procedure and methods o f conducting t h i s s tu d y . A lso, th e Department o f H ealth , E ducation, and Welfare and the C hief S t a t e School O f f i c i a l s Council were c o n ta c te d . Following an e v a lu a tio n o f s tu d ie s re c e iv e d from v ario u s SDE's, s e v e ra l in terv iew s were held w ith members o f th e Michigan Department o f Education s t a f f in an e f f o r t to gain i n s i g h t re g a rd ­ ing methods and procedures to be used in conducting t h i s study. A review o f l i t e r a t u r e , in c lu d in g t h r e e Educational Resources Inform ation Center (ERIC) s e a r c h e s , was a ls o made. As mentioned in Chapter I I , only two s tu d ie s were found t h a t were s i m i l a r in many ways to t h i s stu dy . Design and Method Various methods o f c o l l e c t i n g th e d a ta were c o n s id e re d , such as a teleph on e su rv ey , personal in te rv ie w s , and group meetings surveys, 34 35 b u t because o f the time and expense involved were dropped. A sample survey seemed to be th e p r a c t i c a l way o f g a th e rin g d ata f o r th e s tu d y . In th e follo w ing s e c t i o n , a d e t a i l e d d e s c r i p t i o n o f the sample w ill be given and th e sample s e l e c t i o n procedure w ill be ex p lain ed . Population and Sample I n i t i a l l y , board o f education members and te a c h e rs were to be sampled along w ith school a d m i n i s t r a t o r s . However, a f t e r d i s ­ cu ssin g th e p o s s i b i l i t i e s o f th e study w ith te a c h e rs and board members, i t appeared t h a t th e y were n o t knowledgeable in many phases o f th e SDE o p e ra tio n and, t h e r e f o r e , only a d m in is tr a to r s were con­ s id e re d . This was supported by the Iowa study as mentioned in Chapter I I . For sampling p urp oses, th e s t a t e o f Michigan was d ivid ed in to t h r e e geographical a r e a s . The th r e e a reas inclu ded: (1) schools w ith in a 75-mile ra d iu s o f Lansing; (2) schools in the lower p en in su la but a d i s t a n c e o f more than 75 m iles from Lansing; and (3) schools in th e upper p e n in su la . School d i s t r i c t s were a lso div ided by s i z e . Because o f s i m i l a r i t i e s in a d m in i s t r a ti v e s t r u c t u r e s w ith in schools o f s im i l a r enrollm ent in grades K-12, i t was decided to d iv id e th e scho ols i n t o th re e c a te g o r ie s as determ ined by school p o p u la tio n . groups includ ed : The th r e e (1) schools w ith th e s tu d e n t p o pu latio n up to 1499 s tu d e n ts ; (2) schools w ith 1500 s tu d e n ts to 4999 s tu d e n ts ; and (3) schools w ith an en ro llm en t o f 5000 and more s tu d e n ts . 36 Local K-12 p u b lic school a d m in is tr a to r s were divided in to t h r e e groups f o r sampling. In some in s ta n c e s i t was found t h a t c e r t a i n schools* because o f low enrollm ent* had a lim ite d number o f a d m in istrato rs. These a d m in is tr a to r s u s u a lly included a su p er­ i n te n d e n t, a high school p r in c ip a l and an elem entary p r i n c i p a l . Because o f th ese v a r i a t i o n s in a d m in is tr a tiv e s t a f f , i t was decided to in clud e th r e e c a t e g o r i e s o f a d m in is tr a to r s f o r th e s e le c te d scho ols in th e sample. in clu d ed : The t h r e e c a t e g o r i e s o f - a d m in i s t r a t o r s (1) s u p e rin te n d e n ts o f s c h o o ls , (2) high school p r in ­ c i p a l s , and (3) " o th e r a d m i n i s t r a t o r s ." "Other a d m in is tr a to rs " were s e le c t e d by random sampling o f a d m in is tr a to r s o th e r than the s u p e rin te n d e n t and high school p r i n c i p a l s . This group included elem entary p r i n c i p a l s , b u sin ess managers, curriculu m d i r e c t o r s , and o th ers. In systems in which th e r e was more than one secondary p r i n c i p a l , one p r in c ip a l to be re p re s e n te d in the survey was s e le c te d by random sampling. A l i s t o f a l l the 540 p u b lic K-12 school systems in th e s t a t e o f Michigan was compiled from MDE p u b l i c a ti o n s . The names o f a l l th e school systems were divided in to the th r e e geographical areas s p e c ifie d . According to i t s s i z e , each school system was placed in one o f th e sub-groups. The name o f each school d i s t r i c t was w r i t t e n on a s e p a r a te b u t i d e n ti c a l piece o f paper and placed in a c o n ta in e r according to the geographical lo c a tio n and school s iz e . As each p ie c e o f paper was removed from th e c o n ta i n e r , the name o f th e school system was placed on a l i s t . To a s su re t h a t each school system w ith in each categ o ry had th e same chance o f 37 being s e le c t e d f o r the sample, a l i s t o f random numbers was used to i d e n t i f y th e school to be sampled. A cover l e t t e r (Appendix A) and a q u e s tio n n a ir e (Appendix B) were s e n t by f i r s t c l a s s mail to th e th r e e a d m in is tr a to r s o f each s e l e c t e d school system. in clud ed in each m ailin g . same day. A s e lf - a d d r e s s e d , stamped envelope was All q u e s tio n n a ir e s were mailed on the Appendix A a ls o in clu d es o th e r s e l f e x p lan ato ry w r i tte n communications. Within ten days, a 40% r e t u r n had been r e c e iv e d . A fte r th r e e weeks follow ing the m a ilin g , a r e tu r n o f 78% had been re c e iv e d . At t h a t time a reminder card was forwarded to th e non-respondents and w ith in two more weeks th e t o t a l r e t u r n had reached 84.8%. Code numbers had been placed on each q u e s ti o n n a i r e , and upon t h e i r r e t u r n , in d iv id u a l q u e s tio n n a ir e s were placed in the appro­ p r i a t e c a te g o ry . The r e s u l t s were placed on punch cards and computer p r i n t o u t s were made. In stru m e n ta tio n S ectio n One o f th e q u e s tio n n a ir e asked f o r demographic in fo rm a tio n reg ard in g th e respondents and included twelve q u e s tio n s . S ectio n Two con tained th e a t t i t u d i n a l s e c tio n o f th e ques­ t i o n n a i r e and was designed w ith th e a id o f o th e r s i m i l a r s tu d i e s , c o n s u lt a t i o n w ith MDE p e rso n n e l, advice from the a u t h o r 's committee, personnel from th e I n s t i t u t e f o r Research on Teaching a t Michigan S t a t e U n iv e r s ity , and 30 p r a c t i c i n g a d m in is tr a to r s w ith in the s t a t e o f Michigan who had been req u ested to r e p ly to a su g g estio n s h e e t 38 f o r a t t i t u d i n a l s ta te m e n ts . s ta te m e n ts was compiled. I n i t i a l l y , a l i s t o f 312 a t t i t u d i n a l Again, 30 p r a c t i c i n g a d m in is tr a to r s in th e s t a t e o f Michigan were asked to rank th e sta te m e n ts as to how th ey saw them in rank o f im portance. A fte r th e s ta te m e n ts were reviewed w ith Dr. James Phelps o f the MDE, Dr. S ta n le y Hecker o f Michigan S ta te U n iv e rsity and Dr. Norman Weinheimer o f the Michigan School Board A s s o c ia tio n , th e l i s t was reduced to 36 s ta te m e n ts . This document i s p resen ted in Appendix B. F i f t y p e rc e n t o f th e items were worded so t h a t an agree response showed a p o s it i v e a t t i t u d e toward the MDE. The o th e r f i f t y p e rc e n t were worded in such a way t h a t a d is a g r e e response in d ic a te d a p o s i t i v e a t t i t u d e toward th e MDE. To c o r r e c t t h i s d i f f e r e n c e , th e computer program was w r i t t e n to " f l i p " responses to items in which a n eg ativ e response e l i c i t e d a p o s i t i v e a t t i t u d e . Thus, a l l re p o rte d means would have s i m i l a r values on the a t t i t u d e scale. According to Oppenheim, th e a t t i t u d i n a l s tatem en ts should be "meaningful and i n t e r e s t i n g , even e x c i ti n g to th e r e s p o n d e n t." 1 F i n a l l y , th e statem en ts were reviewed by re se a rc h personnel a t Michigan S ta te U n iv e r s ity , and i t was concluded t h a t th ey would be a p p r o p r ia te and t e s t a b l e . The Thornton type s c a l e , " A ttitu d e toward any i n s t i t u t i o n " (Shaw and W right, 1967), and th e 7 - p o in t L i k e r t s c a l e were c o n s id e re d , b u t because o f vario u s problems, ^A. N. Oppenheim, Q u estio n n a ire Design and A t t it u d e Measure­ ment (New York: Basic Books, I n c . , P u b lis h e r s , 1966), p. 113. 39 r e p r e s e n t a t i v e s o f th e I n s t i t u t e f o r Research on Teaching a t Michigan S t a t e U n iv e rs ity recommended a f i v e - p o i n t L ik e r t s c a l e . The f i v e - p o i n t L i k e r t s c a le uses th e follow in g response c h o ic e s : 1 - I alm ost always d is a g r e e w ith t h i s s ta te m e n ts ; o r , in alm ost a l l i n s t a n c e s , t h i s statem en t is f a l s e . 2 -1 f r e q u e n tly am in disagreem ent w ith t h i s s ta te m e n t; o r , more o f te n than n o t , t h i s sta te m e n t is f a l s e . 3 - This s ta te m e n t i s n e i t h e r tr u e o r f a l s e ; o r the evidence in d i c a t e s t h a t th e sta te m e n t i s tr u e about h a l f th e time and f a l s e about h a l f th e tim e. 4 -1 f r e q u e n tly am in agreement w ith t h i s s ta te m e n t; o r , more o f te n than n o t , t h i s s ta te m e n t is t r u e . 5 - 1 alm ost always ag ree w ith t h i s s ta te m e n t; o r , in alm ost a l l i n s t a n c e s , t h i s s ta te m e n t i s t r u e . S ectio n Three o f th e q u e s tio n n a ir e con tain ed e x i s t i n g o r p o s s ib le a c t i v i t i e s o f th e MDE. Procedures f o r p rep arin g a c t i v i t y s ta te m e n ts were s i m i l a r to procedures followed in forming th e a t t i ­ tu d in a l s ta te m e n ts . A c t i v i t i e s were r e p r e s e n t a t i v e o f th e v ario u s s e r v ic e a r e a s as p re se n te d in th e Michigan Department o f Education Annual R eport o f 1975. The s e r v ic e a r e a s which th e a c t i v i t i e s re p re s e n te d were as fo llo w s: general ed u catio n s e r v i c e s , compensa­ to ry ed ucation s e r v i c e s , v o c a ti o n a l - te c h n i c a l s e r v i c e s , school management s e r v i c e s , re se a rc h e v a lu a tio n and assessm ent s e r v i c e s , te a c h e r p re p a ra tio n and p r o fe s s io n a l development s e r v i c e s , a d u l t co n tin u in g ed u catio n s e r v i c e s , s tu d e n t f in a n c i a l a s s i s t a n c e s e r v i c e s , s p e c ia l ed u catio n s e r v i c e s , and departm ent s e r v i c e s . C e rta in a c t i v ­ i t i e s l i s t e d in th e Michigan Department o f Education Annual Report o f 1975 d id n o t d i r e c t l y apply to K-12 a d m in is tr a to r s and, 40 c o n seq u en tly , were n o t In clu d ed . Excluded were a c t i v i t i e s in th e s e r v i c e a r e a s o f h ig h er ed u catio n management s e r v i c e s , s t a t e l i b r a r y s e r v i c e s , and r e h a b i l i t a t i o n s e r v i c e s . For each a c t i v i t y th e a d m in is tr a to r included in the sample was asked to respond in two ways. F i r s t , he was asked to respond as to th e im portance o f th e s t a t e d a c t i v i t i e s by how s tr o n g ly he f e l t th e MDE should be performing t h a t a c t i v i t y . The r a t i n g s c a le f o r th e "im portance" o f each a c t i v i t y was as fo llo w s: 1 2 3 4 5 = = = = = no importance l i t t l e importance moderate importance im portant extreme importance Following completion o f r a t i n g th e importance o f the a c t i v ­ i t i e s th e MDE should beperform ing, th e a d m in is tr a to r s were asked to r a t e th e same a c t i v i t i e s by how they a p p ra ise d th e amount of emphasis th e MDE i s p r e s e n tly p la c in g on th e a c t i v i t y . The " p re s e n t amount o f emphasis" was given the fo llo w ing r a t i n g s c a le : 1 2 3 4 5 = = = = = very low emphasis low emphasis moderate emphasis much emphasis extreme emphasis L a s t l y , two open-ended q u e s tio n s were included to give the respo nd en ts an o p p o rtu n ity t o g iv e an o pinion beyond th o se i n d i ­ cated in th e r a t i n g s c a l e s . The two q u e s tio n s were: What a re some o f th e a s p e c ts o f th e MDE t h a t seem to be e f f e c t i v e o r good? and What s u g g e stio n s do you have f o r improving th e MDE? A copy o f th e com plete p r in te d q u e s tio n n a ir e i s p resented in Appendix B. 41 P i l o t Study To t e s t th e e f f e c t o f the q u e s tio n n a ir e b e fo re i t was s e n t to th e school a d m in is tr a to r s s e le c te d f o r th e s tu d y , i t was p re ­ sen te d in f i n a l form to 20 p r a c t i c i n g school a d m in is tr a to r s through­ o u t th e s t a t e o f Michigan. All 20 a d m in is tr a to r s responded and no s i g n i f i c a n t changes were made because o f th e p i l o t stu d y . Three o f th e respo nd en ts commented t h a t the q u e s tio n n a ir e seemed to be r a t h e r le n g th y . A f te r reviewing th e r e s u l t s o f the p i l o t s tu d y , c o n s u lta n ts from Michigan S t a t e U n iv e rs ity f e l t t h a t i t should n o t be changed and t h a t i t should be p r in te d as p resented in th e p i l o t study and s e n t to th e a d m in is tr a to r s to be included in th e sampling. Data and Analysis Q u e stio n n a ire s to be mailed to th e sampling group were coded p r i o r to m a ilin g . The d a ta from th e re tu rn e d q u e s tio n n a ir e s were placed on card s by key punching and tr a n s f e r r e d to computers f o r a complete p r i n t o u t . The s t a t i s t i c s were computed f o r each o f th e groups accord­ ing to geographical l o c a t i o n , school s i z e , and a d m i n i s tr a t i v e group. Summary S im ila r s tu d i e s were reviewed, MDE personnel interview ed and ERIC search es conducted. Advice was sought and given by th e a u t h o r 's committee, th e I n s t i t u t e f o r Research on teach in g lo c a te d a t M.S.U., and 30 p r a c t i c i n g school a d m in is tr a to r s in Michigan. 42 Following a p i l o t s tu d y , a random sample survey was made by q u e s tio n n a i r e . Data were placed on punch cards and t r a n s f e r r e d to computers f o r p r i n t o u t s . In Chapter IV th e d a ta w ill be d e s c rib e d , analyzed and i n te rp re te d . CHAPTER IV ANALYSIS OF THE DATA In t h i s c h a p te r th e d a ta receiv ed from th e K-12 p u b lic school a d m in is tr a to r s involved in th e study w i l l be d e s c rib e d , analyzed and i n t e r p r e t e d . The o rd er followed in r e p o r tin g th e d ata w ill be s i m i l a r to t h a t o f th e q u e s tio n n a ir e format (demo­ graphic d ata i s presen ted in Appendix C). A t ti t u d e Survey The a t t i t u d e survey included 4 q u estio n s and 36 a t t i t u d e s ta te m e n ts . The f i r s t 2 q u e s tio n s asked the respondents to s e l e c t the s in g le a c t i v i t y which had most in flu en c ed t h e i r a t t i t u d e toward the MDE in a p o s it i v e manner. The o t h e r 2 q u e s tio n s asked the respondents to s e l e c t th e s i n g l e a c t i v i t y which had most in flu en c ed t h e i r a t t i t u d e toward th e MDE in a n e g a tiv e manner. The 36 a t t i t u d e sta te m e n ts were p resen ted to be r a te d on a s c a le from 1 (ag ree) to 5 ( d i s a g r e e ) . I n s t r u c t i o n s given f o r r a t in g the a t t i t u d e statem en ts were as fo llo w s: In g e n e r a l, fo llow th e s e d e f i n i t i o n s o f response a lte rn a tiv e s: 1 - I alm ost always ag ree w ith t h i s s ta te m e n t; o r in alm ost a l l i n s t a n c e s , t h i s sta te m e n t i s t r u e . 2 -1 f re q u e n tly am in agreement w ith t h i s s ta te m e n t; o r , more o f te n than n o t t h i s s ta te m e n t i s t r u e . 43 44 3 - This s ta te m e n t i s n e i t h e r t r u e nor f a l s e ; o r , th e evidence i n d ic a te s t h a t th e sta te m e n t i s t r u e about h a l f th e time and f a l s e about h a l f th e tim e. 4 - I f r e q u e n tly am in disagreem ent w ith t h i s s ta te m e n t; o r , more o fte n than not t h i s sta te m e n t i s f a l s e . 5 -1 alm ost always d is a g r e e w ith t h i s sta te m e n t; o r , in alm ost a l l i n s t a n c e s , t h i s s ta te m e n t i s f a l s e . Questions Regarding P o s itiv e and Negative In flu en ces The r e s u l t s o f th e 2 q u e s tio n s ask in g f o r th e a c t i v i t y in flu e n c in g a p o s it i v e a t t i t u d e toward th e MDE were combined and a percentage o f response was e s ta b lis h e d f o r each a c t i v i t y . The same procedure was followed in determ ining th e r e s u l t s o f th e 2 n e g a tiv e q u e s tio n s . Personal c o n ta c t w ith MDE personnel seemed to be a s i g n i f i ­ c a n t f a c t o r in e s t a b l i s h i n g a p o s i t i v e a t t i t u d e on th e p a r t o f a d m in is tr a to rs (Table T). However, personal c o n ta c t w ith MDE p er­ sonnel had an i n s i g n i f i c a n t e f f e c t in e s ta b lis h i n g a n e g a tiv e a t t i ­ tude on th e p a r t o f a d m in is tr a to r s (Table 2 ) . I t seems noteworthy t h a t personal c o n t a c t a c t i v i t i e s such as personal c o n s u lt a t i o n w ith MDE p e rso n n e l, correspondence w ith MDE personnel and in form ation co n v e rsa tio n s w ith ftt)E personnel were among th e most s i g n i f i c a n t f a c t o r s in forming p o s i t i v e a t t i t u d e s toward th e MDE and were among th e low est in forming n e g a tiv e a t t i ­ tu d e s. 45 TABLE 1 . —A c t i v i t i e s In flu en cin g a P o s itiv e A tt i t u d e . P e rc e n t o f Response A c t i v i t y In flu en cin g a P o s i t i v e A ttitu d e 24.0 Personal c o n s u lta tio n w ith MDE personnel 19.0 Correspondence w ith MDE personnel 13.6 Programs sponsored by th e MDE 10.5 Informal c o n v e rsa tio n s w ith MDE personnel 7 .4 MDE p u b lic a tio n s 6 .8 L is te n in g to MDE speakers 4 .8 Opinions o f o th e r a d m in is tr a to rs 3 .5 MDE v i s i t o r s to my school system 3 .3 D iscussion groups led by MDE personnel 2.6 News media inform ation 4 .5 Blank response 100.0 46 TABLE 2 . —A c t i v i t i e s In flu en cin g a Negative A t t i t u d e . P ercen t o f Response A c t i v it y In flu e n c in g a Negative A ttitu d e 24.5 L is te n in g to MDE speakers 17.3 Opinions o f o th e r a d m in is tr a to rs 16.5 Programs sponsored by th e MDE 11.3 D iscussion groups led by MDE personnel 6 .4 MDE p u b lic a tio n s 4 .4 MDE v i s i t o r s to my school system 4.1 Correspondence w ith MDE personnel 3 .5 News media inform ation 2 .6 Informal c o n v e rsa tio n s w ith MDE personnel 2 .5 Personal c o n s u lta t i o n w ith MDE personnel 6 .9 Blank response 100.0 47 A t t i t u d e Statem ents For th e purpose o f e s t a b li s h i n g a c r i t e r i a f o r determ ining p o s i t i v e and n eg ativ e resp o n se, the number 2.75 o r le s s was used as a p o s i t i v e response and 3.25 o r h ig h er as a n e g a tiv e resp o n se. An o v e r a ll mean was determ ined f o r each item by using th e response from a l l a d m i n i s tr a t o r s (Table 3 ). A p o s i t i v e response r e s u l te d in 2 s ta te m e n ts , 11 sta te m e n ts f e l l in th e " n e u tr a l" zone between 2.75 and 3 .2 5 , and 23 sta te m e n ts were in th e n eg ativ e s e c tio n o f 3.25 o r h ig h e r . Info rm ation taken from rank o rd e r in Table 3 would i n d i c a t e t h a t , g e n e r a l ly , school a d m i n i s t r a t o r s f e e l t h a t MDE personnel a r e n o t in r e g u la r c o n ta c t w ith p u b lic school personnel (1 , 5 ) , t h a t r e q u ire d paperwork i s a r e a l problem (2 , 3, 4 , 9 ) , t h a t MDE p u b li ­ c a tio n s could be improved (10, 13), and t h a t r e g u la tin g and recom­ mending by MDE personnel i s n o t h elp fu l (6 , 7 ) . On th e p o s i t i v e n o te , a d m in is tr a to r s f e e l t h a t s t a f f members a r e well informed on c u r r e n t is s u e s and developments in edu catio n ( 3 4 ), t h a t most MDE personnel a re rea so n a b le in inform ing school d i s t r i c t personnel o f s t a t e and fe d e ra l laws ( 3 5 ), and t h a t the MDE u s u a lly responds q u ic k ly to re q u e s ts f o r a s s i s t a n c e . There was very l i t t l e d i f f e r e n c e shown in a t t i t u d e s o f a d m i n is t r a t o r s by p o s i t i o n . The g r e a t e s t d i f f e r e n c e was between s u p e rin te n d e n ts w ith a mean o f 3.555 and o th e r a d m in is tr a to r s w ith a mean o f 3.3 41 , a d i f f e r e n c e o f .214 (Table 4 ) . Geographical are a made l i t t l e d i f f e r e n c e in a t t i t u d e . A d m in istra to rs in th e lower p e n in s u la , w ith in 75 m iles o f Lansing, 48 TABLE 3 . —Ranking o f A t t i t u d e Statem ents from P o s itiv e to N egative. Rank Order Item Number A t t it u d e Statem ent Mean S.D. 1 13 The MDE u s u a lly responds q u ick ly to r e q u e s ts f o r a s s i s ta n c e 2.341 1.011 2 15 Most MDE personnel a re reaso n ab le in inform ing school d i s t r i c t p e r­ sonnel o f s t a t e and fe d e ra l laws. 2.368 1.020 3 21 MDE s t a f f a re well informed on c u r r e n t is s u e s and developments in e d u c a tio n . 2.757 .970 4 41 Group p r e s e n ta t i o n s made by MDE s t a f f members g e n e r a lly provide u s e fu l in fo rm atio n . 2.773 .937 5 39 Most m eetings sponsored by MDE a r e well planned. 2.874 1.007 6 14 Most MDE personnel r e s p e c t th e judgment o f lo c a l a d m in is tr a to r s . 2.891 .988 7 27 Most MDE personnel a r e p r a c t i c a l . 2.965 .999 8 22 The MDE giv es v a lu a b le help in s o lv in g school d i s t r i c t problems. 2.978 .997 9 34 There i s a f r e e exchange o f in fo rm atio n between th e school d i s t r i c t s and th e MDE. 2.987 1.076 10 45 The MDE i s a good source o f in fo rm ation about in n o v ativ e pro­ grams in lo c a l school d i s t r i c t s . 3.007 1.066 11 23 MDE i n t e r e s t in i n s t r u c t i o n a l innov a tio n has improved th e c lim a te f o r school d i s t r i c t e d u c a tio n a l change. 3.104 12 30 The MDE does an e f f e c t i v e jo b o f promoting s t a t e l e g i s l a t i o n b e n e f i c i a l to ed u catio n . 3.114 1.015 13 33 Most MDE s t a f f speak o u t about c o n tr o v e r s i a l is s u e s . 3.245 .999 .891 49 TABLE 3.— Continued. Rank Order Item Number A ttitu d e Statem ent Mean S.D. 14 26 Most r e p o r ts req uested by th e MDE a re necessary. 3.351 1.033 15 31 Most MDE personnel do not attem p t to improve through s e l f examination. 3.351 16 35. S i g n i f i c a n t cu rricu lum developments o r i g i n a t e a t th e MDE l e v e l . 3.406 1.006 17 18 When i n i t i a t i n g new s ta te - w id e programs, th e MDE a l l o t s s u f f i c i e n t time f o r th e lo c a l school d i s t r i c t s to plan and o rg a n iz e . 3.470 1.167 18 36 School d i s t r i c t and MDE personnel work as a team in so lv in g educa­ t i o n a l problems. 3.476 .935 19 47 Most MDE personnel a r e unreasonably in flu en c ed by p re ss u re groups. 3.647 .892 20 44 In seeking s o lu t i o n s to ed u catio n al problems, most ed u c a to rs n a t u r a l ly tu rn to th e MDE. 3.668 1.001 21 24 There i s a c o n f l i c t between th e MDE r o le to en fo rce th e laws and the r o l e o f p ro v id in g c o n s u ltin g s e r v i c e s . 3.707 .918 22 25 P r e s e n ta tio n s by most MDE personnel do n o t r e f l e c t many o r ig i n a l id e a s . 3.710 .935 23 32 Most MDE programs do not r e f l e c t a reas o f genuine concern to educa­ to rs. 3.724 .996 24 48 Most m a t e r ia ls and p u b lic a tio n s from th e MDE a re n o t very h e lp f u l. 3.729 .990 25 28 The MDE has had l i t t l e e f f e c t on th e improvement o f i n s t r u c t i o n . 3.778 1.030 26 16 The MDE ten d s t o g iv e c e r t a i n schools s p e c ia l c o n s id e r a tio n . 3.796 1.046 .753 50 TABLE 3.--Continued. Rank Order Item Number 27 29 Many o f th e MDE p u b lic a tio n s could be e lim in a te d . 3.831 1.027 38 42 Most MDE r e p o r t s r e q u ir e too much work. 3.930 .941 29 38 Most ed ucators a re not aware o f th e kinds o f s e rv ic e s o f fe r e d by th e MDE. 3.949 .864 30 46 Most MDE personnel making recommendations to lo cal school d i s t r i c t s have inadequate u nderstanding o f c o n d itio n s in tho se d i s t r i c t s . 3.964 .963 31 43 Most MDE personnel seem more concerned with r e g u la tin g schools than w ith p ro v id in g le a d e r s h ip . 3.987 .981 32 40 Most o f th e MDE s t a f f spends too l i t t l e o f i t s tim e working w ith people in school d i s t r i c t s . 4.009 .960 33 20 One does not always know what inform ation and r e p o r ts th e MDE req u ires. 4.018 1.145 34 17 Most MDE o f f i c i a l s have made l i t t l e e f f o r t to e lim in a te red ta p e . 4.044 1.057 35 37 There i s too much d u p lic a tio n in th e inform ation req u ested by v ario u s MDE departm ents. 4.075 .916 36 19 Most o f th e MDE s t a f f a re not in r e g u la r c o n ta c t w ith p u b lic school p erso n n el. 4.119 .994 A ttitu d e Statem ent Mean S.D. 51 TABLE 4 . —Means f o r A tti t u d e Statem ents by A d m in istra tiv e P o sitio n and Grand Mean f o r Ind iv idu al Statem ent and A d m in istrativ e P o s itio n . A d m in istra tiv e P o s itio n Statem ent Number High School P rin c ip a l Other A d m in istra to r Grand Mean 2.375 3.023 2.330 3.886 4.080 3.716 4.045 4.000 3.000 3.159 3.409 3.841 3.750 3.432 3.136 3.875 4.000 3.307 3.386 3.784 3.409 3.159 3.568 3.648 4.216 3.830 3.057 4.045 2.995 3.977 4.080 4.000 3.011 4,034 3.659 3.773 2.611 3.097 2.619 3.788 4.088 3.407 4.257 4.035 2.752 3.097 2.973 3.584 3.593 3.549 3.097 3.726 3.673 3.000 3.274 3.726 3.115 3.142 3.345 3.513 3.956 4.035 2.796 4.124 2.752 3.956 3.929 3.575 2.885 3.929 3.513 3.646 2.036 2.554 2.156 3.714 3.964 3.286 5.065 4.018 2.518 2.679 2.929 3.696 3.786 3.071 2.661 3.732 3.821 3.036 3.393 3.661 3.214 2.661 3.304 3.268 4.054 3.982 2.768 3.857 2.571 3.857 3.946 3.429 3.125 3.929 3.768 3.768 2.341 2.891 2.368 3.796 4.044 3.470 4.119 4.018 2.757 2.978 3.104 3.707 3.710 3.351 2.965 3.778 3.831 3.114 3.351 3.724 3.246 2.987 3.406 3.476 4.075 3.949 2.874 4.009 2.773 3.930 3.985 3.668 3.007 3.964 3.647 3.729 3.555 3.449 3.341 3.448 S u p erin ten d e n t 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39. 40 41 42 43 44 45 46 47 48 Grand Means by P o s itio n . 52 had a mean o f 3.498. The g r e a t e s t extreme was found in the upper p en in su la a d m in is tr a to r s with a mean o f 3.388, a d i f f e r e n c e o f .11 (Table 5). N eith er d id school s i z e make any s i g n i f i c a n t d if f e r e n c e in means. The g r e a t e s t extreme was between la r g e schools (3.410) and medium s i z e schools (3 .5 0 5 ), r e p r e s e n tin g a d i f f e r e n c e o f .095 (Table 6 ). In f a c t , th e h ig h e s t and low est extremes from th e above mentioned means in any combination a re found between s u p e rin te n d e n ts and o th e r a d m i n is tr a t o r s . This was p re v io u sly re p o rte d as .214. Two s i g n i f i c a n t fin d in g s r e s u l t e d from t h i s phase o f the stu d y: (1) a d m i n i s t r a t o r 's a t t i t u d e s toward th e MDE do n o t vary s i g n i f i c a n t l y by s i z e o f s c h o o l, a d m i n i s t r a t i v e p o s i t i o n , o r geo­ g ra p h ic a l l o c a t i o n ; and (2) th e means o f th e in d iv id u a l groups by school s i z e , a d m in is t r a t i v e p o s i t i o n , and geographical lo c a tio n in d i c a t e a n e g a tiv e respo nse. Importance o f and Emphasis Given t o Various A c t i v i t i e s as Perceived by Local A d m in istra to rs In t h i s s e c t i o n , th e response to th e 35 a c t i v i t i e s o f the MDE included in th e study w ill be p re s e n te d . The respondents r a te d each a c t i v i t y f i r s t by importance and then by th e amount o f emphasis being placed on the a c t i v i t y by th e MDE. D ire c tio n s were as fo llo w s: 53 TABLE 5 . —A tt i t u d e Means by Geographical Area. Geographical Area Mean Upper P enin su la 3.388 Lower P enin su la more than 75 m iles from Lansing 3.442 Lower P en insula w ith in 75 m iles o f Lansing 3.498 TABLE 6 . —A ttitu d e Means by School S ize. School Size Mean Large 3.410 Medi um 3.505 Small 3.420 54 L e ft hand s c a le i n s t r u c t i o n s To th e l e f t o f each s ta te m e n t i s a s c a le to in d i c a t e how s tr o n g ly you feel the MDE should be performing the a c t i v i t y . C ir c le th e a p p r o p ria te number. I f you a re n e u tr a l o r cannot d e c id e , c i r c l e "3." R ight hand s c a le i n s t r u c t i o n s A f te r you have responded to th e l e f t hand s c a l e f o r each item , r e t u r n to th e f i r s t item and respond to th e r i g h t hand s c a le as fo llo w s: to th e r i g h t o f each s ta te m e n t i s a s c a l e to i n d i c a t e how you a p p r a is e th e amount o f emphasis th e MDE i s p r e s e n tly p la c in g on t h i s a c tiv ity . C i r c l e "3" i f n e u tr a l o r cannot d e c id e . The r a t i n g s c a le f o r th e importance ( l e f t hand s c a le ) was: 1. 2. 3. 4. 5. no importance l i t t l e importance moderate importance im p ortan t extreme importance The r a t i n g s c a le f o r th e amount o f emphasis given by the MDE ( r i g h t hand s c a le ) was: 1. 2. 3. 4. 5. very low emphasis low emphasis moderate emphasis much emphasis extreme emphasis C o r r e la tio n s were c a lc u la te d f o r each a c t i v i t y . o r a group r a te d th e I f a person importance o f an a c t i v i t y a t 1 and th e emphasis a l s o a t 1, a high p o s i t i v e c o r r e l a t i o n would r e s u l t . Likew ise, i f they f e l t th e a c t i v i t y had no importance and t h a t th e MDE was p lacin g very low emphasis on tiv e c o rrelatio n . the a c t i v i t y , th e r e would a ls o be a high p o s i­ In f a c t , a high p o s i t i v e c o r r e l a t i o n would r e s u l t whenever th e importance and the emphasis receiv ed s i m i l a r numerical ra tin g s. A high p o s i t i v e c o r r e l a t i o n i n d i c a t e s t h a t th e person o r 55 group feels the MDE is placing the proper amount of emphasis on the activity. C onversely, a n eg ativ e c o r r e l a t i o n would r e s u l t from an extreme d i f f e r e n c e in r a tin g s between importance and emphasis. For example, i f th e importance o f an a c t i v i t y was r a te d 5 (extreme im portance) and th e emphasis r a te d 1 (very low em phasis), a n eg ativ e c o r r e l a t i o n would r e s u l t . In t h i s c a s e , th e respo nd en t would be i n d i c a t i n g t h a t th e MDE was n o t p lacin g th e proper amount o f emphasis on th e a c t i v i t y . In o rd e r to be considered a meaningful c o r r e l a t i o n , an a c t i v i t y had to have a c o e f f i c i e n t o f .1000 o r h ig h er and a s i g n i f ­ ican ce o f .100 o r lower. Of the 35 ite m s, 13 q u a l i f i e d as s i g n i f i c a n t c o r r e l a t i o n s when a l l resp on den ts were combined as a group (Table 7 ) . Two o f th e 13 a c t i v i t i e s receiv ed a n eg ativ e c o r r e l a t i o n when a l l respon­ d e n ts were grouped. In a l l cases when a n e g a tiv e c o r r e l a t i o n was found, i t was because th e a c t i v i t y was r a te d between moderate and extreme im portance w hile th e emphasis was ra te d between moderate and very low. As a group, a d m in is tr a to r s f e l t t h a t only 2 o f the 35 a c t i v i t i e s deserved a s i g n i f i c a n t n e g a tiv e c o r r e l a t i o n , i . e . , they f e l t only 2 a c t i v i t i e s were im p o rta n t, b u t were given very l i t t l e emphasis by th e MDE. As shown in Table 7, i t was f e l t t h a t more emphasis should be given to u t i l i z i n g ad v iso ry committees to e v a l ­ u ate MDE a c t i v i t i e s and to provide s e r v ic e s s p e c i f i c a l l y designed TABLE 7 .—Correlation of Importance to Emphasis by All Respondents (ranked from highest positive to lowest negative co rrelatio n ). Rank Item Correlation No. C oefficient Significance A ctivity 1 61 .4452 .001 Resolve co n flicts between school d is tr ic ts developing from land tra n sfe rs, annexations and consolidations. 2 73 .4159 .001 Coordinate services between public and school d is tr ic t lib ra rie s 3 72 .3192 .001 Provide high school students with information regarding student financial assistance services. 4 68 .2682 .001 Encourage educational experimental demonstration centers. 5 71 .2452 .001 Develop state-w ide data processing services fo r financial accounting for school d is tr ic ts . 6 81 .2073 .001 A ssist school d is tr ic ts in negotiating contracts with employees. 7 74 .1728 .006 Encourage cooperation among school d is tr ic ts in conducting adult continuing education services. 8 58 .1663 .009 A ssist school d is tr ic ts in reporting student progress to the community. 9 53 .1595 .012 Exchange MDE personnel with personnel from school d is tr ic ts on a short­ term basis. 10 49 .330 .036 Provide proposal w riting assistance to school d is tr ic ts . 11 69 .1180 .063 In itia te a program to coordinate purchasing fo r a ll school d is tr ic ts in Michigan. ’ 12 82 -.1520 .016 U tilize advieory committees to evaluate MDE a c tiv itie s . 13 55 -.1980 .002 Provide services sp ecifically designed to a s s is t small school d is tr ic ts . 57 to a s s i s t small school d i s t r i c t s . (Appendix Tables C-2 through C-10 g ive a breakdown o f s i g n i f i c a n t c o r r e l a t i o n s by th e various c a t e g o r i e s , i . e . , school s i z e , l o c a t i o n , a d m in is tr a tiv e p o s it i o n and com binations t h e r e o f . ) A d m in istra to rs in th e U.P. gave a p o s iti v e c o r r e l a t i o n to only 3 a c t i v i t i e s w hile those in a re a two had 13 p o s i t i v e c o r r e l a ­ t i o n s , and th o se in area one had 9 p o s i t i v e c o r r e l a t i o n s (Table 8 ) . The U.P. gave n e g a tiv e c o r r e l a t i o n s to 2 a c t i v i t i e s w hile a re a two y ie ld e d 1 and area one y ie ld e d 3. By a d m i n i s t r a t i v e p o s i t i o n , high school p r i n c i p a l s had both th e most p o s i t i v e (8) and n eg ativ e (3) c o r r e l a t i o n s . S u p e rin te n ­ d e n ts had 7 p o s i t i v e and 2 n e g a tiv e , w hile o th e r a d m in is tr a to r s had 7 p o s i t i v e and only 1 n e g a tiv e c o r r e l a t i o n (Table 9 ). S u p e rin te n d e n ts in small schools ra te d more n eg ativ e (3) than p o s i t i v e (2) c o r r e l a t i o n s . S u p erin ten d en ts in medium s iz e schools had only 1 n eg ativ e w ith 6 p o s i t i v e c o r r e l a t i o n s . Large school s u p e rin te n d e n ts had 11 p o s i t i v e and not one n e g a tiv e c o r ­ r e l a t i o n (Table 10). O ther a d m in is tr a to r s in small schools had 4 o u t o f 5 c o r­ r e l a t i o n s r a t e d as n eg ativ e (Table 11). All 12 c o r r e l a t i o n s f o r o t h e r a d m i n i s t r a t o r s in medium s i z e schools were p o s i t i v e , and in l a r g e sch o o ls they had 4 p o s i t i v e and 4 n e g a tiv e . High school p r in c ip a ls in d i f f e r e n t s iz e sch oo ls had th e fo llo w in g c o r r e l a t i o n s : small schools 8 p o s it iv e and 1 n e g a tiv e ; medium s i z e sch oo ls 6 p o s it i v e and 3 n e g a tiv e ; la r g e schools 7 p o s i t i v e (Table 12). 58 TABLE 8.— Correlation of Importance and Emphasis by Geographical Area. L.P. -75 Item No. C o e fficien t S ig n ificance 40 L.P. +75 C o e fficien t S ig n ificance .1812 .061 52 -.1 7 2 7 .067 54 .1621 .088 .2185 .023 55 -.2 1 7 9 .022 -.2807 .003 57 .1889 .045 58 .1846 .050 60 61 .5140 .001 .2483 .010 .1725 .073 .3708 .001 62 64 .1785 .063 68 .4337 .001 69 .1678 .076 71 .2545 .007 .3030 .001 72 .3137 .001 .3501 .001 73 .4019 .001 .4709 .001 .2195 .025 74 77 80 81 .2260 .018 82 -.2 2 45 .017 .2455 .010 .2495 .009 U.P. C o e fficien t S ig n ificance -.3473 .070 .5093 .005 -.3394 .083 .3653 .056 .4192 .024 59 TABLE 9 . —C o r r e la tio n o f Importance and Emphasis by A d m in istra tiv e P o s itio n . S u p erin ten d e n t Item No. C o e ffic ie n t S ig n ificance H.S. P r in c ip a l C o e ffic ie n t S ig n ificance 49 52 -.2238 56 -.2153 .2605 61 S ig n ificance .2992 .030 .2584 .054 -.2295 .089 .024 .015 58 C o e ffic ie n t .019 54 55 Other Administrators .2028 .036 .2875 .032 .3782 .001 .5793 .001 .2879 .031 .2375 .028 .2503 .009 .5734 .001 .3920 .001 .5202 .001 .4385 .001 65 68 69 70 -.1 8 5 4 .085 71 .1773 .100 72 .2818 .009 .3136 .001 73 .4564 .001 .3761 .001 .2861 .003 .2383 .013 -.2325 .015 74 77 .2051 .057 81 82 -.1 82 2 .095 60 TABLE 10.— Correlation of Importance and Emphasis by Superintendents in Different Size Schools. Large Schools Item No. C o e f f ic ie n t S ig n ificance 49 .4743 .047 53 .4046 .096 Medium Schools C o e ffic ie n t S ig n ificance 55 56 .5657 .014 .2835 .069 57 .4772 .045 .3458 .025 58 .4899 .046 61 .5262 .025 68 .3703 .017 70 -.2741 .079 71 .4582 .056 72 .4326 .073 .2754 .078 73 .4723 .048 .3253 .036 74 .4929 .038 .3383 .028 77 80 83 .4093 Small Schools C o e ffic ie n t S ig n ificance -.3336 .096 -.4533 .018 .4036 .037 .5829 .002 -.42 99 .025 .092 61 TABLE 11 .— Correlation of Importance and Emphasis by Other Administrators in Different Size Schools. Large Schools Item No. C o e ffic ie n t S ig n ificance Medium Schools C o e ffic ien t S ig n ificance Small Schools C o e fficien t S ig n ificance 40 .3924 .026 50 .3580 .041 -.8686 .056 51 .3645 .037 -.8452 .071 .4303 .010 -.80 18 .103 1.000 .001 .9186 .028 53 .5296 .051 56 -.6002 .018 58 59 .4329 .009 64 .2832 .105 68 .6641 .001 .5807 .001 72 .3694 .029 73 .4667 .005 .3782 .025 .3169 .064 60 -.4848 .067 61 .6371 .011 62 -.4271 .102 71 .5038 .056 76 .4588 .085 79 -.4 7 4 8 .086 81 82 - 62 TABLE 12.— Correlation of Importance and Emphasis by High School Principals in Different Size Schools. Large Schools Item No. C o e fficien t S ig n ificance Medium Schools C o e fficien t S ig n ificance 52 -.5115 .001 53 -.3206 .020 54 55 .5050 60 .5439 .044 61 .5977 .024 65 .5508 .041 .5701 .001 66 .5276 C o e fficien t S ig n ificance .3020 .049 .3573 .020 .3171 .043 .5934 .001 .2621 .082 .3829 .011 .4489 .002 .4756 .001 -.4549 .002 .066 58 67 Small Schools .053 68 69 .3076 .028 72 .7099 .007 .3933 .005 73 .5537 .040 .2735 .055 74 .3649 .009 79 -.3206 .026 82 .2427 .083 63 S u p erin ten d e n ts in v ario u s geographical a re a s had the fo llow in g c o r r e l a t i o n s : U.P. 5 p o s i t i v e and 2 n e g a tiv e ; a re a two 5 p o s it i v e and 2 n e g a tiv e ; area one 4 p o s i t i v e and 2 n eg ativ e (Table 13). Other a d m in is tr a to r s in th e v ario u s geographical a re a s had the follow ing c o r r e l a t i o n s : U.P. 1 p o s it i v e and 2 n e g a tiv e ; area two 11 p o s it i v e and 1 n e g a tiv e ; and area one 5 p o s i t i v e (Table 14). High school p r i n c i p a l s in th e v ario u s geographical areas had th e follow ing c o r r e l a t i o n s : U.P. 1 p o s it iv e and 3 n e g a tiv e ; a rea two 10 p o s it i v e and 2 n e g a tiv e ; and are a one 8 p o s it iv e and 3 n e g a tiv e (Table 15). When a l l a d m in is tr a to r s were grouped by school s i z e , those in small schools had 5 p o s i t i v e and 3 n e g a tiv e c o r r e l a t i o n s , medium s i z e sch o o ls 7 p o s it i v e and 2 n e g a tiv e , and la r g e schools 9 p o s it i v e and 1 n e g a tiv e (Table 16). The g r e a t e s t d i f f e r e n t i a l seems to e x i s t in th e categ o ry o f o th e r a d m in is tr a to r s by school s iz e (Table 11). These a d m in is tra ­ t o r s in both la r g e and small schools had 4 n e g a tiv e c o r r e l a t i o n s each w hile th o se in medium s i z e sch oo ls had none. Table 17 l i s t s a l l a c t i v i t i e s which receiv ed a t l e a s t one n e g a tiv e c o r r e l a t i o n by any o f th e v ario us groups. The fo rego ing inform atio n i n d ic a te s t h a t a d m in is tr a to rs lo c a te d th e f u r t h e s t from Lansing a n d /o r in small school d i s t r i c t s are more prone to fe e l many a c t i v i t i e s a re im p o rtan t, but a re n ot given much emphasis by th e MDE. 64 TABLE 13.— Correlation of Importance and Emphasis by Superinten dents in Different Geographical Areas. L.P. -75 Item No. C o e fficien t S ig n ificance L.P. +75 C o e ffic ien t S ig n ificance 55 -.25 98 .101 56 .3122 .044 57 .4359 .008 59 .3427 .041 61 .6811 .001 U.P. C o e fficien t S ig n ificance -.6100 .081 .7267 .027 .6019 .086 -.5774 .104 74 .8370 .005 75 .5754 .105 77 .7351 .024 64 65 -.2 8 3 4 .094 68 .2735 .084 70 -.41 47 .006 72 .3896 .011 .2650 .090 73 .6876 .001 80 82 .3714 -.4 1 23 .015 .015 65 TABLE 14.— Correlation of Importance and Emphasis by Other Administrators in Different Geographical Areas. L.P. -75 Item No. C o e ffic ie n t S ig n ificance L.P. +75 C o e ffic ie n t S ig n ificance 56 -.6003 .002 58 .3831 .065 .3975 .054 .5820 .004 61 .3565 .068 64 66 67 68 .4557 .017 U.P. .3796 .074 .8124 .001 70 71 .5070 .007 .6990 .001 72 .3424 .080 .4097 .047 73 .3789 .051 .4853 .016 79 .3465 .105 81 .4230 .039 83 .4890 .018 C o e ffic ie n t S ig n ificance - 1.0000 .001 - 1.0000 .001 1.0000 .001 1.0000 .001 66 TABLE 15.— Correlation of Importance and Emphasis by High School Principals in Different Geographical Areas. L.P. -75 Item No. C o e f f ic ien t 52 -.5 1 0 0 S ig n ificance -.2471 .084 56 58 .2774 .051 60 61 .4938 .001 67 .2767 .052 68 69 .5086 C o e ffic ie n t S ig n ificance .001 70 .2710 .075 -.4231 .004 -.2576 .091 .3183 .040 .2707 .079 .6861 .001 .4884 .001 .3662 .015 .3841 .011 72 .4257 .002 .2542 .104 73 .2588 .073 .6567 .001 74 .3031 .034 .3125 .041 77 -.2 5 0 4 .079 81 .3859 .006 83 U.P. C o e ffic ie n t S ig n ificance .001 54 55 L.P. +75 .5123 .042 -.5675 .027 -.5605 .024 -.4 3 78 .103 67 TABLE 16.— Correlation of Importance and Emphasis by School Size. Large Schools Item No. Coefficient Significance Medium C o e f f icient Schools Significance Small Schools Coefficient S ignificance 49 50 52 -.1953 53 .3668 .013 54 .3339 .022 55 .028 .2452 .035 0.2625 .023 -.2177 .014 .1538 .082 .3615 .001 .4952 .001 .3233 .001 .1964 .091 .5235 .001 .2124 .067 82 -.2647 .021 83 -.2046 .080 57 .3234 .027 58 61 .5443 .001 68 71 .3940 .006 .2786 .001 72 .4950 .001 .3395 .001 73 .4831 .001 .3304 .001 74 .3745 .009 79 -.3130 .034 81 .3156 .033 .2436 .005 TABLE 77.—Total Negative Correlations by All Categories. Item No. Number of Negative Correlations 55 8 Provide services sp ecifically designed to a s s is t small school d is tr ic ts 52 4 Establish c rite r ia for the evaluation of educational m aterials on the market. 57 4 Conduct public meetings throughout the s ta te to explain recent educational le g isla tio n 70 4 Work with school d is tr ic ts in establishing short and long range energy conservation plans. 79 4 Publish MDE position papers on current educational issu e s.. 82 4 U tilize advisory committees to evaluate MDE a c tiv itie s 56 3 Provide research assistance to school d is tr ic ts . 62 2 Bring personnel together from school d is tr ic ts with sim ilar problems to work on solutions. 65 2 Provide assistance to school d is tr ic ts in conducting to ta l needs assessments. 83 2 Recommend a lte rn a tiv e s ta te financial models fo r consideration by the le g isla tu re . 50 1 Assign MDE personnel in intermediate school d is tr ic ts to work closely with school d is tr ic ts in th a t area. 51 1 Make consultant-type v is its to school d is tr ic ts on a regular basis. 53 1 Sponsor annual teacher conferences in subject m atter areas. 59 1 Carry out an in-depth study of building replacements and the construction of new f a c ilitie s . 60 1 A ssist school d is tr ic ts in developing competency testin g fo r high school graduation. 66 1 Develop teacher cadres for planning in-service on a geographical basis. 67 1 A ssist school d is tr ic ts in developing meaningful goals and tra n sla tin g the goals into measurable objectives. 77 81 1 1 Inform school d is tr ic t personnel of outstanding programs in other schools. A ssist school d is tr ic ts in negotiation contracts with employees. A ctivity 69 As a group, a d m i n i s t r a t o r s r a t e d 22 o f th e 35 a c t i v i t i e s as having i n s i g n i f i c a n t c o r r e l a t i o n s . and emphasis a r e u n r e l a t e d . This means t h a t importance In o t h e r words, the emphasis placed on t h e s e a c t i v i t i e s by th e MDE has nothing to do with the importance o f th e a c t i v i t y . Conversely, th e importance o f th ese a c t i v i t i e s has nothing to do with the emphasis the MDE plac es on them. I f emphasis and importance went hand in hand, a p o s i t i v e c o r r e l a t i o n would result. This was not the case in the m a j o r i t y o f th e a c t i v i t i e s 1i s t e d . Questions Answered in N a r r a ti v e Form Two q u e s ti o n s were asked a t t h e end o f th e q u e s t i o n n a i r e . They were: 1. What a r e some o f the a s p e c t s o f the MDE t h a t seem to be e f f e c t i v e or good? 2. What suggestions do you have f o r improving th e MDE? For the f i r s t q u e s t i o n , 147 comments were made. q u e s ti o n y i e ld e d 260 comments and s u g g e s t i o n s . The second The comments and s u g g e st io n s der ived from the two q u e s tio n s can be found in Appendix D. The va rious comments seemed to group themselves i n t o c a t e ­ gories. In most ca s es th e comments w i t h i n a cat eg ory a r e not i d e n t i c a l , but ex pr ess a general concern o r opinion about a general area. Table 18 gives a breakdown o f t h e s e r a t h e r general c a t e g o r i e s along with th e number o f s u g g esti o n s o r comments made in each c a t e ­ gory. The remaining s uggesti o ns and comments did n o t seem to f i t i n t o any p a r t i c u l a r p a t t e r n , b u t a r e a l l l i s t e d in Appendix D. 70 TABLE 1 8 . —Some o f th e Aspects o f th e MDE t h a t Seem t o be E f f e c t i v e or Good by General Category. General Category Number of Respondents 1. MDE personnel ar e f r i e n d l y , c o o p e r a t iv e , knowledgeable, and provide a s s i s t a n c e to loca l schools 51 2. The s t a t e assessment t e s t 13 3. Compensatory education programs, T i t l e I , 9 4. Con sultants 6 5. Needs as sessment, s ta tew id e g o a l s , o b j e c t i v e s 6 6. MDE meetings 6 TABLE 1 9 . —Suggestions and Comments from Respondents f o r Improving the MDE by General Category. General Category Number of Respondents 1. MDE personnel should g et out in th e f i e l d , v i s i t s c h o o ls , make more personal c o n ta c ts 46 2. MDE should c u t red t a p e , reduce forms and paperwork 46 3. MDE i s over r e g u l a t i n g local schools 12 4. Fund mandated programs 9 5. Improve MDE o r g a n i z a t i o n s t r u c t u r e 6 6. Hold regional meetings 6 7. Reduce s t a f f 5 8. MDE should be ev aluated 3 9. MDE influenc ed too much by t e a c h e r s 3 71 Summary The r a t e o f q u e s t i o n n a i r e s r e t u rn e d was high among a l l groups included in the stu dy. The demographic in formation rev ea led numerous f a c t s which may have been suspected by most a d m i n i s t r a t o r s , such as : younger a d m i n i s t r a t o r s a r e in s m aller s chools , s u p e r in ­ te n d e n ts a r e o l d e r , have highe r degrees and v i s i t the MDE more f r e ­ q u e n tl y than o t h e r a d m i n i s t r a t o r s . A d m in istr ato rs in the U.P. v i s i t the MDE l e s s , b u t phone more o f te n than t h e i r L.P. c o u n t e r p a r t s . Personal c o n t a c t with MDE personnel seems to be the g r e a t e s t f a c t o r in flu e n c in g a p o s i t i v e a t t i t u d e with a d m i n i s t r a t o r s while l i s t e n i n g to MDE speakers seems to be th e most ne gati ve in f l u e n c e . A dm inistrators f e l t th e MDE s t a f f i s c o o p e r a t i v e , w i l l i n g to h e l p , knowledgeable. They a l s o in d i c a t e d t h e r e i s not enough personal c o n t a c t by th e MDE. Results from the a t t i t u d e s c a l e i n d i c a t e d l i t t l e d i f f e r e n c e in a t t i t u d e e x i s t e d between th e var ious groups when broken down by a d m i n i s t r a t i v e p o s i t i o n , school s i z e , o r geographical l o c a t i o n . However, the grand means f o r a l l t h e s e groups r ev ea led n eg ati v e attitudes. On th e o t h e r hand, the ne xt s e c t i o n in which they r a t e d the a c t i v i t i e s th e respondents did show a d i f f e r e n c e in how th e a c t i v i t i e s were per ceived. The respondents from t h e U.P. a n d /o r in small schools were more n e g a t iv e than o t h e r s when r a t i n g the a c t i v i t i e s o f the MDE. 72 S t a t e assessment t e s t i n g and comprehensive education were mentioned o f te n when respondents were asked what a s p e c t s o f the MDE seemed to be e f f e c t i v e or good. When asked what s ugg es tions they had f o r improving th e MDE respondents s a id t o c u t red tape and forms, reduce s t a f f , g e t out in th e f i e l d f o r c l o s e r c o n t a c t with sch o o ls , and ad eq uately fund mandated programs. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This c h a p t e r i s comprised o f t h r e e major p a r t s : c o n c lu s io n s and recommendations. summary, The summary s e c t i o n d e s c r i b e s th e o b j e c t i v e s o f the study., answers q u e s tio n s e x plor ed, e x p la i n s popu­ l a t i o n and sample, p r e s e n t s i n s t r u m e n t a t i o n , t e l l s procedures f o r a n a l y s i s , and d i s c u s s e s major f in d i n g s o f the study. In th e con­ c l u s i o n s e c t i o n , i n f e r e n c e s and g e n e r a l i z a t i o n s ar e presen ted as to how th ey r e l a t e to the q u e s tio n s asked. The l a s t s e c t i o n i s made up o f recommendations to th e Michigan Department o f Education. Summary In th e two decades fo llo wing Sputnik, th e Michigan Depart­ ment o f Education was faced with many c h a l l e n g e s . The MDE has met t h e s e c h a l l e n g e s by adding programs, i n c r e a s i n g s t a f f , making o r g a n i z a t i o n changes, and expanding th e budget. The day to day o p e r a t i o n s o f lo cal s c h o o ls , and con seq ue ntly, school a d m i n i s t r a ­ t o r s ' d u t i e s and r e s p o n s i b i l i t i e s have been a f f e c t e d by changes t h a t have tak en p lace in th e MDE. This study was an a t te m p t to measure a d m i n i s t r a t o r s ' f e e l i n g s toward the MDE a t one p o in t in time. 73 74 O b je c tiv e s The major o b j e c t i v e s o f th e study were: (1) to determine th e a t t i t u d e s o f local p u b lic K-12 school a d m i n i s t r a t o r s toward the MDE; (2) to determine the importance and how much emphasis i s placed on c e r t a i n a c t i v i t i e s by the MDE as seen by lo cal K-12 p u b l i c school a d m i n i s t r a t o r s ; (3) to p r e s e n t th e MDE with the d a t a in o r d e r f o r MDE personnel to understand how th e MDE i s per ceived by th e local a d m i n i s t r a t o r s ; and (4) to make recommendations to th e MDE i f t h e r e seems to be a need f o r improvement in the various o p e r a tio n s o f MDE. Questions Explored Questions explored in t h i s study included: (1) What ar e some o f th e general demographic f a c t o r s r e l a t i n g to the respondents? (2) What a r e th e a t t i t u d e s o f school a d m i n i s t r a t o r s toward the MDE? (3) Do t h e s e a t t i t u d e s vary by a d m i n i s t r a t i v e p o s i t i o n , school s i z e , o r geographical l o c a t i o n ? (4) How do school a d m i n i s t r a t o r s p er ceiv e th e importance and the amount o f emphasis placed on c e r t a i n a c t i v i ­ t i e s by th e MDE? (5) Do th e se p e r c e p ti o n s vary by a d m i n i s t r a t i v e p o s i t i o n , school s i z e , o r geographical l o c a t i o n ? P opula tion and Sample The population f o r th e study included a l l a d m i n i s t r a t o r s in K-12 p u b l i c scho ols in th e s t a t e o f Michigan. For sampling purposes, th e s t a t e o f Michigan was divided i n t o t h r e e geographical a r e a s . The t h r e e ar e a s included: (1) sch oo ls w i t h i n a 75 mile r a d i u s o f Lansing; (2) schools in the 75 lower pen in su la b u t a d i s t a n c e o f more than 75 miles from Lansing; and (3) schools in th e upper p e n in s u la . The t h r e e school s i z e groups incl uded ; (1) schoo ls with the s t u d e n t population up to 1499 s t u d e n t s ; (2) schools with 1500 s t u ­ de nts to 4999 s t u d e n t s ; and (3) schools with an enro llm en t o f 5000 and more s t u d e n t s . Local K-12 pu bli c school a d m i n i s t r a t o r s were divided i n to t h r e e groups f o r sampling. incl ud ed : The t h r e e c a t e g o r i e s o f a d m i n i s t r a t o r s (1) s u p e r in te n d e n ts o f s ch o o ls ; (2) high school p r i n c i ­ p a l s ; and (3) o t h e r a d m i n i s t r a t o r s . A l i s t o f a l l o f th e 540 p u b lic K-12 school systems in the s t a t e o f Michigan was compiled from MDE p u b l i c a t i o n s . The names of a l l the school systems were divide d i n to the t h r e e geographical areas specified. Random s e l e c t i o n procedures were used to s e l e c t schoo ls and a d m i n i s t r a t o r s from the var io us geographical a r e a s and by d i f f e r e n t school s i z e s . The c o l l e c t e d da ta from the sample c o n s i s t e d o f information taken from the 257 r e tu rn e d useable q u e s t i o n n a i r e s . This r e p r e ­ s ente d an 84.8% r e t u r n from the 303 q u e s ti o n n a i r e s mailed. The t o t a l r e t u r n r e p re s e n te d 87 s u p e r i n t e n d e n t s , 84 high school school p r i n c i p a l s , and 86 o t h e r a d m i n i s t r a t o r s . I n str u m e n ta ti o n A q u e s t i o n n a i r e , c o n s i s t i n g o f 4 main s e c t i o n s (demographic in f o r m a t io n , a t t i t u d e , MDE a c t i v i t i e s , and n a r r a t i v e response to two q u e s ti o n s ) was prepared with the a s s i s t a n c e o f school a d m i n i s t r a t o r s , 76 MDE p e r so n n e l, th e a u t h o r ' s committee, and personnel from th e I n s t i t u t e f o r Research on Teaching a t Michigan S t a t e U n iv e r s it y . Other s i m i l a r s t u d i e s were a l s o reviewed. A p i l o t study was con­ ducted p r i o r to th e f i n a l p r i n t i n g o f th e q u e s t i o n n a i r e . Question­ n a i r e s , with cover l e t t e r s , were mailed April 30, 1978. Analysis Data from th e r e tu rn e d q u e s t i o n n a i r e s were placed on punch cards and t r a n s f e r r e d to computers f o r a p r i n t o u t . S t a t i s t i c s were compiled by a d m i n i s t r a t i v e p o s i t i o n , school s i z e , geographical loca ­ t i o n , and demographic f a c t o r s . A ppropriate computer programs were used to determine means, medians, modes, s tand ard d e v i a t i o n s , f r e q u e n t l y counts, p e r c e n ta g e s, c o e f f i c i e n t s , and l e v e l s o f s i g n i f i c a n c e . In th e f i r s t s e c t i o n , demographic f a c t o r s were compared by use o f p e r c e n ta g e s . The second s e c t i o n , d e a l in g with a t t i t u d e s , was desc rib ed by use o f p e r c e n t a g e s , means, and s tanda rd d e v i a t i o n s . The r e s u l t s o f s e c t i o n t h r e e p e r t a i n e d to a c t i v i t i e s and were r e port ed by c o r r e l a t i o n , c o e f f i c i e n t s , and level o f s i g n i f i c a n c e . The l a s t s e c t i o n , which c o n s is t e d o f answers in n a r r a t i v e form, was r e p o r te d in an appendix. Answers were l i s t e d in o r d e r of return. Findings Demographic Data Demographic d a ta (se e Appendix C) revealed th e following about th e res pon den ts : 77 1. th e age group 40 to 49 included a l a r g e r p e r c e n t o f a d m i n i s t r a t o r s than any o t h e r ten y e a r age group; 2. th e male a d m i n i s t r a t o r s were younger than the female adm inistrators; 3. about 90% o f the respondents were male; 4. none o f the s u p e r in te n d e n ts were female; 5. th e younger a d m i n i s t r a t o r s were in th e s m aller schools ; 6. as a group, s u p e r in te n d e n ts were o l d e r than o t h e r groups of adm inistrators; 7. the upper peninsula had a higher p e r c e n t o f females than other areas; 8. the M.A. degree was th e most common; 9. s u p e r in te n d e n ts had a higher percentage o f P h .D .'s than other adm inistrators; 10. s u p e r in t e n d e n ts had been in a s i m i l a r p o s i t i o n in the s t a t e o f Michigan long er than any o f the high school principals or other adm inistrators; 11. well over one h a l f (56%) o f th e respondents had served more than 10 y e a r s as an a d m i n i s t r a t o r in Michigan; 12. over one t h i r d o f th e respondents never v i s i t th e MDE; 13. a d m i n i s t r a t o r s , who a r e f u r t h e s t away from Lansing or in small s c h o o ls , made fewer v i s i t s to t h e MDE but made more phone c a l l s than a d m i n i s t r a t o r s in o t h e r s c h o o ls ; 14. as a group, s u p e r i n t e n d e n t s v i s i t th e MDE more than other adm inistrators; 15. about 90% o f th e respondents c a l l th e MDE a t l e a s t once a y e a r . Attitudes When asked which o f th e l i s t e d a c t i v i t i e s in fl uenc ed them the most in a p o s i t i v e manner toward the MDE, th e respondents chose th e following as th e top t h r e e ; 78 1. personal c o n s u l t a t i o n with MDE per so nnel ; 2. correspondence with MDE per so nn el; 3. Programs sponsored by the MDE. When asked which o f th e l i s t e d a c t i v i t i e s inf luen ced them th e most in a n eg ati v e manner toward the MDE, th e respondents chose the following as the top t h re e : 1. l i s t e n i n g to MDE spea ker s; 2. opinions o f o t h e r a d m i n i s t r a t o r s ; 3. programs sponsored by the MDE. The respondents were asked to respond to 36 a t t i t u d e s t a t e ­ ments by c i r c l i n g a number on a f i v e - p o i n t L i k e r t s c a l e . F ifty per­ c e n t o f th e a t t i t u d e s ta te m e n ts were worded p o s i t i v e l y and 50 percent were worded n e g a t i v e l y , as i s the p r a c t i c e in a t t i t u d e surveys. Number 1 would i n d i c a t e th e most p o s i t i v e a t t i t u d e , th e number 5 the most n eg ativ e and th e number 3 a n eu tr al a t t i t u d e . I f the mean f o r a state m ent f e l l in a range o f 2,75 to 3.25, i t was considered to be n e u t r a l . Any mean lower than 2.75 would i n d i c a t e a p o s i t i v e a t t i t u d e and any mean above 3.25 would i n d i c a t e a d e f i n i t e negative attitude. Of t h e 36 s ta t e m e n t s , only 2 were d e f i n i t e l y p o s i t i v e while 23 were n eg ativ e and 11 n e u t r a l . Of the 36 a t t i t u d e s ta t e m e n t s , the respondents ranked the 5 most p o s i t i v e in o r d e r as follo ws : 1. The MDE u s u a l l y responds quickly to r e q u e s ts f o r assistance; 2. Most MDE personnel a r e reaso n ab le in informing school d i s t r i c t personnel o f s t a t e and f e d e r a l laws; 79 3. MDE s t a f f members ar e well informed on c u r r e n t is s u e s and developments in e d u catio n ; 4. Group p r e s e n t a t i o n s made by MDE s t a f f members g e n e r a l l y provide useful inform ation; 5. Most meetings sponsored by MDE a r e well planned. The respondents ranked the f i v e most n e g a tiv e sta tem ents in o r d e r as follows: 1. Most o f the MDE s t a f f ar e n o t in r e g u l a r c o n t a c t with public school pe rso nnel ; 2. There i s too much d u p l i c a t i o n in th e information r eq ues te d by var ious MDE departments; 3. Most MDE o f f i c i a l s have made l i t t l e e f f o r t to e l i m i n a t e red t a p e ; 4. One does not always know what information and r e p o r t s the MDE r e q u i r e s ; 5. Most o f the MDE s t a f f spends too l i t t l e o f i t s time working with people in school d i s t r i c t s . P a r t o f the hypotheses o f th e study was t h a t a t t i t u d e s of a d m i n i s t r a t o r s toward the MDE va ried by a d m i n i s t r a t i v e p o s i t i o n , school s i z e , and geographical l o c a t i o n . The r e s u l t s c l e a r l y i n d i ­ c a t e d t h a t a t t i t u d e s do not vary by a d m i n i s t r a t i v e p o s i t i o n , school s i z e o r geographical l o c a t i o n . Although th e a t t i t u d e s do not vary by any o f the above mentioned v a r i a b l e s , they do s hare one common fa ctoi— the grand means f o r a l l th e groups i n d i c a t e a n eg ativ e attitude. A ctivities In an attem pt to determine th e MDE's e f f e c t i v e n e s s in var io u s ar e a s as per ceived by local a d m i n i s t r a t o r s , a l i s t o f 80 a c t i v i t i e s was pres en ted to the re sp on dents. These a c t i v i t i e s includ ed a c t i v i t i e s p r e s e n t l y being c a r r i e d o u t by the MDE as well as p o s s i b l e a c t i v i t i e s . Each a c t i v i t y was given two r a t i n g s c a l e s . One s c a l e was used to r a t e th e importance o f th e a c t i v i t y , th e o t h e r to determine the amount o f emphasis being placed on the a c t i v i t y by th e MDE. The importance s c a l e ranged from th e number 1, no importance, to the number 5, extreme importance; while the emphasis s c a l e ranged from t h e number 1, very low emphasis, to number 5, extreme emphasis. A c o r r e l a t i o n c o e f f i c i e n t was d e t e r ­ mined by comparing the number from th e importance s c a l e t o th e number on th e emphasis s c a l e . A high p o s i t i v e c o r r e l a t i o n would e x i s t i f numbers from both s c a l e s were c l o s e l y matched. I f an a c t i v i t y were r a t e d as no importance and very low emphasis, a high p o s i t i v e c o r r e l a t i o n would r e s u l t . I f an a c t i v i t y were r a te d extreme importance and extreme emphasis, i t als o would r e s u l t in a positive correlation. A n e g a tiv e c o r r e l a t i o n would e x i s t when t h e r e was a g r e a t d i f f e r e n c e in th e number from one s c a l e to the other. In o r d e r to be co ns idered a meaningful c o r r e l a t i o n , an a c t i v i t y had to have a c o e f f i c i e n t o f .1000 o r h igher and a s i g n i f s i g n i f i c a n c e o f .100 o r lower. A d m in istr a to rs in th e upper pen insu la and in s m a l le r schools tended to r a t e more a c t i v i t i e s with a n e g a ti v e c o r r e l a t i o n . As a group, however, a d m i n i s t r a t o r s r a t e d 22 o f t h e 35 a c t i v i t i e s as having i n s i g n i f i c a n t c o r r e l a t i o n s . This meant t h a t t h e emphasis placed on t h e s e a c t i v i t i e s by th e MDE has nothing to do with th e 81 importance o f the a c t i v i t y . As a group, the a d m i n i s t r a t o r s had two d e f i n i t e n e g a t i v e c o r r e l a t i o n s which were: 1. provide s e r v i c e s s p e c i f i c a l l y designed to a s s i s t small school d i s t r i c t s ; 2. u t i l i z e ad vis ory committees to e v a l u a t e MDE a c t i v i t i e s . All n e g a tiv e c o r r e l a t i o n s r e s u l t e d from t h e respondent r a t i n g th e a c t i v i t y as being high in importance and low in emphasis being placed upon i t by the MDE. Questions Answered in N a r r a t i v e Form The l a s t phase o f th e q u e s ti o n n a i r e included two q u e s ti o n s which were: 1. What a r e some o f th e as p e c t s o f the MDE t h a t seem to be e f f e c t i v e or good? 2. What s u g g e sti o n s do you have f o r improving the MDE? There were 147 comments made to the f i r s t q u e s tio n and 260 to t h e second q u e s t i o n . Because th e answers were s u b j e c t i v e , i t was most d i f f i c u l t to p lace them i n t o c a t e g o r i e s . However, in reviewing answers to th e f i r s t q u e s t i o n , i t would appear th e resp onde nts f e l t : 1. th e MDE has many knowledgeable, f r i e n d l y , and coopera­ t i v e people who a r e w i l l i n g to a s s i s t loca l adminis­ trato rs. 2. the s t a t e assessment t e s t and compensatory ed uca tion programs a r e well re ceiv ed a t the local l e v e l . 3. MDE c o n s u l t a n t s a r e h e l p f u l . 4. needs asses sment and s ta t e w id e goals have been o f va lue. 5. MDE meetings a r e th ought to be h elpful by some. 82 Answers to t h e second q u es ti o n i n d i c a t e t h a t th e respondents felt: 1. t h e r e i s a need f o r more personal c o n t a c t from th e MDE. 2. th e MDE should make every e f f o r t to c u t red tape and form s. 3. th e MDE i s over r e g u l a t i n g s c h o o ls . 4. mandated programs should be funded. 5. th e MDE o r g a n i z a t i o n s t r u c t u r e could be improved. Conclusions In t h i s s e c t i o n , in f e r e n c e s and g e n e r a l i z a t i o n s w i l l be made r e g a r d in g the q u e s tio n s asked. Questions and conclus ions ar e as fo llo w s : 1. What a r e th e a t t i t u d e s o f school a d m i n i s t r a t o r s toward the MDE? a. For various reasons such as very l i t t l e personal con­ t a c t w it h MDE p e r s o n n e l, paperwork, and mandated programs without f u n d in g , a d m i n i s t r a t o r s seemed to have formed s t a t i s t i c a l l y negative a t t i t u d e s toward the MDE. 2. Do t h e s e a t t i t u d e s vary by a d m i n i s t r a t i v e p o s i t i o n , school s i z e o r geographical l o c a t i o n ? a. All a d m i n i s t r a t o r s a r e a f f e c t e d by in cr eased paperwork and mandated programs. They a l s o s hare the f e e l i n g t h a t they do n o t have personal c o n t a c t with th e MDE. t i v e a t t i t u d e s toward th e MDE. Th e re fore , they have nega­ These a t t i t u d e s do not vary by a d m i n i s t r a t i v e p o s i t i o n , school s i z e or geographic l o c a t i o n . 83 3. How do school a d m i n i s t r a t o r s f eel about th e Importance and the amount of emphasis placed on c e r t a i n a c t i v i t i e s by the MDE? a. In most c a s e s , a d m i n i s t r a t o r s do not t h in k t h e r e i s a r e l a t i o n s h i p between the importance o f a c t i v i t i e s and the emphasis placed on these a c t i v i t i e s by the MDE. This may be the e f f e c t o f a d m i n i s t r a t o r s not under sta nding how much emphasis the MDE i s p l a c ­ ing on the var ious a c t i v i t i e s , or maybe because they do understand and t h i n k the emphasis i s not a p p r o p r i a t e in r e l a t i o n s h i p to the importance. Again, a d m i n i s t r a t o r s in d i c a t e d a need f o r the MDE to provide more s e r v i c e s to a s s i s t small school d i s t r i c t s . Respondents a l s o f e l t t h a t a d vis ory committees should be u t i l i z e d to e v a l u a t e MDE a c t i v i t i e s . This may be because a d m i n i s t r a t o r s do not f u l l y understand the purpose o f the a c t i v i t y o r the amount o f emphasis being placed upon the a c t i v i t y by the MDE. 4. Do these f e e l i n g s vary by a d m i n i s t r a t i v e p o s i t i o n , school s i z e , o r geographical lo c a t io n ? a. There was a d i f f e r e n c e in how a c t i v i t i e s were r a t e d by a d m i n i s t r a t i v e p o s i t i o n , school s i z e and geographical l o c a t i o n . There was a s l i g h t v a r i a t i o n by a d m i n i s t r a t i v e p o s i t i o n , but p e r ­ centage wise high school p r i n c i p a l s i n d i c a t e d more negative c o r r e ­ lations. This could be due to high school p r i n c i p a l s having l e s s c o n t a c t with t h e MDE as compared with s u p e rin te n d e n t s and many o t h e r a d m i n i s t r a t o r s such as bu sin ess managers, curricu lu m d i r e c t o r s and voc at io nal d i r e c t o r s . b. O v e r a l l , a d m i n i s t r a t o r s in small schools had more nega­ t i v e c o r r e l a t i o n s than o t h e r s c h o o ls . Adm inist rat io ns in small 84 schools a r e har d -p ress ed f o r time and do not v i s i t th e MDE as o f te n as o t h e r s . This r e s u l t s in l e s s personal c o n t a c t with the MDE and a more n eg ativ e a t t i t u d e . c. Adm inist rators in the upper peninsula were by f a r the most prone to giving n e g a tiv e c o r r e l a t i o n s . A dm inistrators in the U.P. have d i f f i c u l t y v i s i t i n g Lansing because o f th e d i s t a n c e and do n ot make personal c o n t a c t s . This r e s u l t s in th e development o f neg at ive a t t i t u d e s . Other conclus ions beyond those p e r t a i n i n g to the ques ti ons asked a r e as follows: 1. In comparing the r e s u l t s o f the a t t i t u d e phase o f t h i s study t o the a t t i t u d e survey made in the s i x southern s t a t e s and p r eviously mentioned th e r e i s a s i g n i f i c a n t d i f f e r e n c e J The s i x s t a t e study was made in 1968 when ci rcum stances could have been s i g n i f i c a n t l y d i f f e r e n t f o r school a d m i n i s t r a t o r s . Also, th e r o l e t h a t the s t a t e department o f ed uca tion plays in th e s i x southern s t a t e s may n o t compare with th e MDE's r o l e . N e v e r th e le s s , t h e r e is a tremendous d i f f e r e n c e in the r e s u l t s o f t h a t a t t i t u d e study and t h i s s tu dy. The r e s u l t s o f the s i x s t a t e s study would i n d i c a t e t h a t on a f i v e p o i n t s c a l e , a d m i n i s t r a t o r s were only a p o i n t s h o r t of having complete, p o s i t i v e a t t i t u d e s toward th e SDE. In t h i s s tu d y , a d m i n i s t r a t o r s as a group were about 1.5 p o in ts from having a completely n eg ativ e a t t i t u d e . This would i n d i c a t e t h a t ^Final P r o j e c t Report, Reqional Curriculum P r o j e c t . under T i t l e V, Sec. 505, P.L. 89-10, ESEA o f 1965. Funded 85 a d m i n i s t r a t o r s in Michigan in 1978 were very n e g a t iv e toward the MDE, wh ile 10 y e a r s e a r l i e r a d m i n i s t r a t o r s in s i x southern s t a t e s were very p o s i t i v e toward t h e i r SDE's. Fac tors such as the t e a c h e r te nure laws, bar g ain in g laws, b i l i n g u a l programs, c a r e e r education and var io u s f e d e r a l clim a te in programs, to mention a few, may have c r e a t e d a Michigan t h a t i s d i f f e r e n t from that which e x i s t e d in 1968 in the so uthe rn s t a t e s . 2. The q u e s t i o n n a i r e used in t h i s study was r a t h e r lengthy and took 30 to 35 minutes to complete. N e v e r t h e l e s s , th e r e t u r n r a t e was 84.8% which i s much h ig h e r than the r e t u r n gained in s i m i l a r studies. A d m in i s tr a to rs must have had a high i n t e r e s t in th e s u b j e c t and were eag er to expr ess t h e i r views. 3. I t i s q u e s t i o n a b l e i f a d m i n i s t r a t o r s have a c l e a r under­ sta nding o f how th e l e g i s l a t i v e process and s t a t e board o f education p o l i c i e s a f f e c t th e o p e r a t i o n o f the SDE. The ir comments would i n d i c a t e they f e e l the MDE i s passing the laws and e s t a b l i s h i n g s t a t e board o f educa tion p o l i c i e s . 4. ing p u b lic The MDE s t a f f members a r e s i n c e r e l y i n t e r e s t e d in s c h o o ls . They a r e c o o p e r a t i v e , f r i e n d l y and quick in responding to r e q u e s t s f o r a s s i s t a n c e . Recommendations In l i g h t o f th e inform ation gained from t h i s stu dy, the following recommendations a r e o f f e r e d to th e Michigan Department o f Education. assist­ 86 1. Regional m i n i - s e s s i o n s The MDE should i n v e s t i g a t e every p o s s i b i l i t y o f making more personal c o n t a c t with K-12 school a d m i n i s t r a t o r s . One approach may be to have th e d e c i s io n makers o f each s e r v i c e ar ea hold regional m i n i - s e s s i o n s throughout th e s t a t e . This approach may prove to be more e f f i c i e n t f o r both t h e a d m i n i s t r a t o r s and MDE per so nnel. It would seem t h a t answering q u e s tio n s and r e c e i v i n g in p u t from la r g e groups would e l i m i n a t e many o f th e time-consuming in d iv id u a l t e l e ­ phone c a l l s a nd/or v i s i t s to th e MDE. These meetings could be held on an experimental b a s is u n t i l they a r e e v alu ated . 2. Eliminate d u p l i c a t i o n o f r e quire d information The MDE should make every re aso nable e f f o r t to e l i m i n a t e d u p l i c a t i o n o f r e q u ire d inform ation on va rious forms. In t h i s r eg ar d an e f f o r t should a l s o be made by the MDE to inform local a d m i n i s t r a t o r s o f th e need and j u s t i f i c a t i o n f o r a l l r e q u ire d inf or m at io n with examples o f how i t i s used. There seemed to be a general f e e l i n g t h a t s l i g h t nuances or d i f f e r e n c e s in information were sought from various groups w ith in the MDE. 3. Meet with a d m i n i s t r a t o r s b.y school s i z e The MDE should meet with a d m i n i s t r a t o r s by school s i z e . This would enable th e a d m i n i s t r a t o r s with common problems to com­ municate with the MDE and each o t h e r . 4. Evaluate MDE a c t i v i t i e s The MDE should ask f o r a s s i s t a n c e and co ope ra tion from lo cal school a d m i n i s t r a t o r s in e v a l u a t i n g t h e i r p r e s e n t a c t i v i t i e s as well as p o s s i b l e a c t i v i t i e s . 87 5. Time study o f a d m i n i s t r a t o r s in various s i z e schools The MDE should do a time study o f a d m i n i s t r a t o r s in va rious s i z e schools in o r d e r to understand how time on the job i s a c t u a l l y s p e n t by th e se people. Having served as an a d m i n i s t r a t o r in school systems with a wide range o f en r o l lm e n t s , th e a uthor would make a prediction: a time study would show t h a t th e s m aller the school system, th e more time the a d m i n i s t r a t o r s spend on paperwork f o r t h e MDE. 6. Implement the Headlee Amendment The MDE should make every att em pt to l i v e w it h i n th e meaning and i n t e n t o f th e Headlee Amendment. Additional programs, o r f o r t h a t m a t t e r , a d d i t i o n a l paperwork means t h a t someone a t th e lo cal l e v e l must spend a d d i t i o n a l time in c a r r y i n g o u t th e program or com­ p l e t i n g th e forms. I f a d d i t i o n a l work i s r e q u ire d through mandated programs and paperwork, then i t should be f u l l y funded by the s t a t e . 7. S t a t e Assessment and Compensatory Education S t a t e Assessment and Compensatory Education programs a r e well accepted and should be cont in ued . I n i t i a t i o n o f these two p a r t i c u l a r programs was preceded by many inf or mational meetings held i n var ious re gion s o f the s t a t e . A d m in istr ato rs had the o p p o r tu n it y to n o t only gain i n s i g h t i n t o th e laws, r e g u l a t i o n s , and pr oc ed ure s, b u t were welcome t o o f f e r i n p u t . Perhaps th e s e r egional meetings had an e f f e c t on t h e i r ac ce ptanc e. 8. Conduct an in -d e pth study In an e f f o r t to improve communication and improve the a t t i ­ tude toward th e MDE, c o n s i d e r a t i o n should be given to c o n t r a c t i n g 88 with an o u t s i d e , independent c o n s u lt i n g firm which s p e c i a l i z e s in research. An in -d e pth study could be conducted o f f e r i n g much more data than gather ed in t h i s stu dy. The r e s u l t s o f t h i s study seem to j u s t i f y a c o n t i n u a t i o n o f r esear ch in t h i s a r e a . I f the MDE does not d e s i r e to sponsor a d d i t i o n a l r e se a r c h in t h i s a r e a , perhaps i t could be pursued by another d octoral c a n d i d a t e . SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY Alaska Department o f Education, Planning and Research Department. Results o f Department of Education Planning and Evaluation Survey. Juneau: 1976. Analysis o f the Budget B i l l : 1970-71 Report o f th e L e g i s l a t i v e A n a ly s t. Sacramento: C a l i f o r n i a L e g i s l a t u r e , 1969. Baumgartel, Howard. The Survey Feedback Experiment. U n iv e r sity o f Michigan, 1953. Ann Arbor: Brittingham, Barbara,and Wolvek, Joseph. The Iowa S t a t e Department o f Public I n s t r u c t i o n Role Percepti on S tu dy . Des Moines: Iowa S t a t e Dept, o f Public I n s t r u c t i o n , Div. o f Planning, Research, and E v a lu a tion, 1973. Buser, Robert L . , and Humm, William L. C u r r ic u lu m - I n s tr u c tio n a l Change through S t a t e Education Agency Le aders hip. Carbondale: Southern I l l i n o i s U n iv e r s i t y a t Carbondale, 1974. C o n s t i t u t io n o f the S t a t e o f Michigan. 1835. C o n s t i t u t io n o f the S t a t e o f Michigan. 1963. Encyclopedia o f Educational Research. 3rd ed . 1950. Davey, Gill and McDonnell. A t t i t u d e Surveys in I n d u s t r y . I n s t i t u t e o f Personnel Management, 1970. Dawes, Robyn M. Fundamentals o f A t t i t u d e Measurement. John Wiley & Sons, I n c . , 1972. London: New York: Ghorpade, J a i s i n g h . Assessment o f O rganiz ati onal E f f e c t i v e n e s s : Issues A naly s is , Readings. Goodyear P ublish in g Co., I n c . , 1971. Hansen, Kenneth H. Educational Leadership Survey R e p o r t. S t a t e Department o f Education, 1974. 90 Nevada 91 H a r r i s , Sam P. S t a t e Departments o f Education, S t a t e Boards of Educ ation, and Chief S t a t e School O f f i c e r s . DHEW, P u b l i c a t i o n No. (OE) 73-07400, no d a t e . Hines, Aufderheide, S i e g e l , M offa tt and Smith with a s s i s t a n c e of Horton. Prepared f o r The Educational Governance P r o j e c t . Columbus: The Ohio S t a t e U n i v e r s i t y , no d a t e . Lemon, Nigel. A t t i t u d e s and Th eir Measurement. Halsted P r e s s , 1973. Louisiana S t a t e Department o f Education. A c c o u n t a b i l i t y , A Guide f o r Implementation o f Act 709. 1977. Mann, Flyod, and Dent, James. A ppr aisa ls o f S u p e r v is o r s . The D e t r o i t Edison Company, 1950. Michigan Department o f Education. Annual Report, Detroit; 1974-75. Michigan Department o f Education. Fact S h e e t , no d a t e . M i l s t e i n , Mike M. Impact and Response (L ibrar y o f Congress Catalog­ ing in P u b l i c a t i o n Data). Columbia U n iv e r s i ty ; Teachers C ol le ge , 1976. Oppenheim, A. N. Qu estio nna ir e Design and A t t i t u d e Measurement. Basic Books, I n c . , 1966. P o r t e r , John W. Remarks by S t a t e Superin te nde nt o f P ublic I n s t r u c ­ t i o n to MASA, Grand Rapids, Michigan, 1979. P ublic Acts o f the L e g i s l a t u r e o f the S t a t e o f Michigan. Passed a t the r e g u l a r s e s s i o n o f 1909, compiled by F r ed eric k C. M a rt in dale, Sec. o f S t a t e , Wynkiip Hallenbeck Crawford Co., S t a t e P r i n t e r s , 1909. P ublic and Local Acts o f the L e g i s l a t u r e o f the S t a t e o f Michigan. Passed a t the r e g u l a r s e s s i o n o f 1935, compiled by O r v i l l e E. Atwood, Sec. o f S t a t e , F r an k lin DeKleine Co., P r i n t e r s , Lansing, 1935. Regional Curriculum P r o j e c t . Final P r o j e c t Report. T i t l e V, ESEA o f 1965. Funded under Seas hore, S ta n l e y . Assessing O rgan izatio n Performance with Behavioral Measurement. Foundation f o r Research on Human Behavior, Braun & Brumfield, I n c . , 1964. Shaw, Marvin E . , and Wright, Jack M. Scales f o r th e Measurement of A t t i t u d e s . New York; McGraw-Hill Book Co., 1967. 92 T a ylo r, J . K. L. A t t i t u d e s and Methods o f Communication and Con­ s u l t a t i o n Between Employers and Workers a t In dividual Firm L e v e l. London: I n t e r n a t i o n a l J o i n t Seminar, 1962. Teague, Wayne. Survey o f General Servic es Offered by Alabama S t a t e Department o f Ed uc ation. Alabama S t a t e Department o f Edu­ c a t i o n , 1976. Wir t, Frederi ck M., and K i r s t , Michael W. "The P o l i t i c a l Web o f American Schools: A The ore tical P erspective." Paper read a t the American P o l i t i c a l Science Asso cia tion Annual Meeting, 1972. Zawacki, Robert A., and Warrick, D. D. Org an ization Development: Managing Change in the Public S e c t o r . I n t e r n a t i o n a l Personnel Management A s s o c i a tio n , 1976. APPENDICES APPENDIX A COMMUNICATIONS 94 APPENDIX A COMMUNICATIONS ( ^ A R L E V O I X iA. B w tifJ C h a r l e v o i x p u b l ic s c h o o l s C l A R L E V O I X , M IC H IG A N 4 9 7 2 0 Dear F i r s t , l e t me thank you fo r "volunteering" your services 1n a s s i s t i n g me with e s ta b lis h in g a t t i t u d e statements and IDE a c t i v i t i e s for my question­ n a ire . Some suggestions fo r w riting a t t i t u d e statements are: 1. Avoid statements th a t r e f e r to the p as t r a th e r than to the presen t, 2. Avoid statements t h a t are factual or capable of being in te rp re te d as f a c t u a l . 3. Avoid statements th a t may be in te rp re te d in more than one way. 4. Avoid statements th a t are lik e ly to be endorsed by almost everyone or by almost no one. 5. Keep the language o f the statements simple, c l e a r , and d i r e c t . 6. Statements should be sh o r t, r a r e ly exceeding 20 words. 7. Statements containing universals such as a l l , always, none, and never often introduce ambiguity and shoulcTTe avoided. 8. Whenever p o ss ib le , statements should be in the form of simple sentences r a t h e r than in the form of compound or complex sentences. As f a r as MDE a c t i v i t i e s are concerned, simply l i s t some of the ones you feel a re Important. They do not n ec es sarily have to be e x istin g a c t i v i ­ t i e s , but perhaps what you feel would be a good a c t i v i t y to be conducted by the MDE. Again, thanks fo r your a s sis ta n c e . S incerely, Gordon VanWieren Superintendent CVW:lc ADMINISTRATION. BOARD OF iD U C A T lQ N . G o rd o n W V t n W i t r w S w jtatifl'tn d tn t C M a i N ovak ^ a i.d a n i R O lar B m r t i t Mgr C h a n t s A l»»««ga V*ct fta t'O a n i V ah* h S m ilh H $ Fnm npel t f t n n t 'h j B om $ tc'«M ’v 95 Dav-ti J S»«.th A»»t h $ P i .« M W > tt«*o T»ta»w tr A Da i t B * .'g r A«**t*i* P * C < jn » 'i"(v S K nat v - :*r.» A C h t » ¥>as>? Sc* P» i* i - a * * M i« « r W t 'r t R j 'y h <* f t a ; m t r I » Sc* P*.« t ; h ,,.„ A a g rv - 96 Requests f o r Suggested Statements The proposed a t t i t u d e survey w i l l be divided i n t o nine c a t e g o r i e s . An example o f an a t t i t u d e sta te m e n t i s made f o r each o f the c a t e ­ gories. P lea se add a t l e a s t one a d d i t i o n a l sta t e m e n t f o r each categ or y. Of c o u r se , t h r e e o r more would be p r e f e r r e d , b u t I ' l l s e t t l e f o r one. 1. Personal Q u a l i t i e s Example: " S t a t e Department personnel do n o t keep a b r e a s t o f the l a t e s t educa tional developments and i n n o v a tio n s . " Suggested S tatem en ts : 1. 2. 2. Work C h a r a c t e r i s t i c s Example: fast." " S t a t e Department personnel seem to g e t things done Suggested S ta te m e n ts : 1. 2. 3. 3. Communications Example: "There i s a f r e e exchange o f in formation between lo c a l K-12 schools and th e S t a t e Department." Suggested S ta t e m e n ts : 1. 2. 3. 97 Request f o r Suggested Statements - page 2 4. ' R e la ti o n s with Local K-12 D i s t r i c t s Example: "When i n i t i a t i n g new s ta t e - w i d e programs, the S t a t e Department a l l o t s s u f f i c i e n t time f o r the local schools to plan and o r g a n i z e . " Suggested S tate m en ts : 1. 2. 3. 5. S t a f f Work Concepts Example: " S t a t e Department personnel r e s p e c t the judgment o f the lo ca l s u p e r i n t e n d e n t . " Suggested S ta te m e n ts : 1. 2. 3. 6. New Programs and Research Example: " S t a t e Department i n t e r e s t in i n s t r u c t i o n a l innova­ t i o n has improved the c lim a te f o r lo c a l educa tion al change." Suggested S t atem en ts : 1. 2. 3. 98 Request f o r Suggested Statements - page 3 7. Date C o l l e c t i o n , I n p u t, and Reporting Example: "Data c o l l e c t e d by the S t a t e Department i s used to improve i n s t r u c t i o n , " Suggested S ta t e m e n ts : 1. 2. 3. 8. P r a c t i c e s and S ervices Example: "Meetings sponsored by th e S t a t e Department a r e well planned and make valu ab le c o n t r i b u t i o n s to ed u c a t io n ." Suggested S ta te m e n ts : 1. 2. 3. APPENDIX B COVER LETTER AND QUESTIONNAIRE 99 APPENDIX B COVER LETTER AND QUESTIONNAIRE ^ U R L E V O IX C ih t h a r l e v o ix p u b l ic s c h o o l s C l A R L E V O I X , M IC H IG A N 4 9 7 2 0 May 1 8 , 1 9 7 8 Dear The enclosed qu estionnaire concerning the Michigan Department of Education (MDE) Is being sent to 101 K-12 public school systems in Michigan, The superintendent, a prin cip al and a person In central adm inistration w ill receive a questio n n a ire . This study w ill reveal the a t t i t u d e s local school adm inistrators have toward the MDE, and 1n a d d itio n , w ill in d ic ate how these adm in istra to rs feel about various MDE a c t i v i t i e s . In responding to the q u e stionna ire , I t must be kept In mind t h a t the MDE works within c e r ta in c o n s tr a in ts . The r e s u l t s , along with recommendations, w ill be presented to the MDE. Hopefully, t h i s Information w ill be considered by the MDE s t a f f in making long range plans. Because of random sampling, i t is EXTREMELY IMPORTANT th a t a high percentage o f q uestion naires be returend 1f we are to gain the desired Information. Yes, 1t w ill take a few minutes to complete the q u estio n n a ire , but t h i s 1s a s u b je c t which, as ad m in istra to rs, we have frequently discussed in both p o s itiv e and negative terms. I t ' s about time for a formal, o b je c tiv e r e p o rt!! I t w ill be appreciated i f you complete the questionnaire p r io r to May 31 and retu rn i t in the enclosed stamped, s e l f addressed envelope. Your name and school system w ill be tr e a te d c o n f id e n tia lly . Sincerely yours, Gordon VanWieren Superintendent of Schools Doctoral Committee Or. Stanley Hecker, Chairman Dr. Peggy Rleth m lller Dr. James McKee Dr. Norman Welnheimer ADM INISTRATION BOARD OF ID U C A T lO N C o r d o n W V a n W iaran S w atrintandant C M aa N o v a k P rtiid a m R. O la c h B u tm a n C h a rle s A . C itin g * V ittP r tn d a n t V an* W S m ith m . $ Pr.ncipaf K #nn*ih J . B o il S ac rattry R oy M FoMtn A lt'. M S. F u n . C lair* C. M a rtin T raaw rar 100 K D a lt B u rg * A thianc D m . D o n a ld W . B ro w n tru st* * V in ta n t A. C h e w M iddle fch . Run. A r d t i h M, W ia la n d Trait** R a lp h W R ay m ar { if . k h . R un C o n j u n c t $ P o in tn tr Tiutia* 101 I n s t r u c t i o n s f o r Answering Questions in Sectio n I - Record answers by c i r c l i n g th e number o f the a p p r o p r i a t e answer. - Mark only one answer f o r each item. Example: My p lace o f b i r t h was: 1. Michigan 2. Another s t a t e in th e U.S. 3. Canada 4. Other I f you were born in I l l i n o i s , you would c i r c l e number "2." S ec tion I 1. My age 1. 2. 3. 4. 5. is 20 30 40 50 60 - 29 - 39 - 49 - 59 o r more 2. My sex i s 1. Male 2. Female 3. The lev el o f my p r o f e s s i o n a l p r e p a r a t i o n is 1. Ph.D. o r Ed.D. 2. Ed.S. 3. M.A. 4. B.S. 5. Other 4. My c u r r e n t p r o f e s s i o n a l p o s i t i o n i s t h a t o f 1. S up e r in t e n d e n t o f schools 2. Central s t a f f ( o t h e r than Business Manager) 3. Business Manager 4. P r in c i p a l 5. The number o f complete y e a r s , Includin g t h i s y e a r , t h a t I have been employed in the cate gory i n d i c a t e d in q u e s tio n 4 in t h i s s t a t e is T. 1 - 4 2. 5 - 9 3. 1 0 - 1 4 4 . 15 - 19 5. 20 o r more 102 Section I (Continued) 6. The number of complete y e a r s t h a t I have been employed in e d u cati o n al a d m i n i s t r a t i o n in Michigan i s 1 . 0 - 1 2. 2 - 5 3. 6 - 1 0 4. 11 - 20 5. More than 20 7. I v i s i t th e Michigan Department o f Education o f f i c e s on pro­ f e s s i o n a l business with the follo win g frequency: 1. Never 2. 1 to 3 times per y ear 3. 4 t o 6 times per y e a r 4. 7 t o 10 times per yea r 5. More than 10times per y e a r 8. I telephone the MDE o f f i c e s on p r o f e s s i o n a l busin ess with the follo wing frequency: 1. Never 2. 1 to 3 times per y e a r 3. 4 to 6 times per y e a r 4. 7 to 10 times per y e a r 5. More than 10times per y e a r 9. S e l e c t the s i n g l e a c t i v i t y which has most influenc ed your a t t i t u d e toward the MDE in a p o s i t i v e manner. 1. L is te n in g to MDE speakers 2. Discussion groups led by MDE personnel 3. Informal co n v e r sa tio n s with MDE personnel 4. Personal c o n s u l t a t i o n with MDE personnel 5. MDE v i s i t o r s to my school system 10. Again, s e l e c t th e s i n g l e a c t i v i t y which has most influe nc ed your a t t i t u d e toward the MDE in a p o s i t i v e manner. 1. Opinions o f o th e r a d m i n i s t r a t o r s 2. News media information 3. MDE p u b l ic a t io n s 4. Programs sponsored by the MDE 5. Correspondence with MDE personnel 11. S e l e c t the s i n g l e a c t i v i t y which has most in fl uen c ed your a t t i t u d e toward the MDE in a neg at ive manner. 1. L is te n in g to MDE speakers 2. Discussion groups led by MDE personnel 3. Informal c o n v e r s a ti o n s with MDE personnel 4. Personal c o n s u l t a t i o n with MDE personnel 5. MDE v i s i t o r s to my school system 103 Section I (Continued) 12. Again, s e l e c t th e s i n g l e a c t i v i t y which has most influe nc ed your a t t i t u d e toward the M)E in a n eg ativ e manner. 1. Opinions o f o t h e r a d m i n i s t r a t o r s 2. News media information 3. MDE p u b l i c a t i o n s 4. Programs sponsored by th e MDE 5. Correspondence with MDE personnel I n s t r u c t i o n s f o r Answering Questions in Sectio n II P lease read the following d i r e c t i o n s bef ore beginning In g e n e r a l , follow th e s e d e f i n i t i o n s o f response a l t e r n a t i v e s : 1 - I alm os t always agree with t h i s s ta te m e n t ; o r , in almost a l l i n s t a n c e s , t h i s sta te m e n t is t r u e . 2 - I f r e q u e n t l y am in agreement with t h i s sta te m e n t; o r , more o f te n than n o t t h i s s ta te m e n t i s t r u e . 3 - This statem ent i s n e i t h e r t r u e nor f a l s e ; o r , the evidence i n d i c a t e s t h a t the sta t e m e n t is t r u e about h a l f the time and f a l s e about h a l f the time. 4 -1 f r e q u e n t l y am in disagreement with t h i s sta te m e n t; o r , more o f te n than not t h i s sta te m e n t i s f a l s e . 5 -1 almost always d i s a g r e e with t h i s s ta t e m e n t; o r , in almost a l l i n s t a n c e s , t h i s state m ent is f a l s e . Agree Neutral Disagree 1 2 3 4 5 13. The MDE u s u a ll y responds quickly to r e q u e s ts f o r a s s i s t a n c e . 14. Most MDE personnel r e s p e c t th e judgment o f local a d m i n i s t r a t o r s . 15. Most MDE personnel a r e reasonable in informing school d i s t r i c t pe r­ sonnel o f s t a t e and fe d e ra l laws. 104 Section II (Continued) Agree Neutral Disagree 16. The MDE tends to give c e r t a i n schools s p e c ia l c o n s id e r a t i o n . 2 3 4 5 17. Most MDE o f f i c i a l s have made l i t t l e e f f o r t to e l i m i n a t e red ta p e . 2 3 4 5 18. When i n i t i a t i n g new s t a t e - w i d e pro­ grams, the MDE a l l o t s s u f f i c i e n t time f o r the loca l school d i s t r i c t s to plan and organ ize. 2 3 4 5 19. Most o f th e MDE s t a f f a r e not in r e g u l a r c o n t a c t with publi c school personnel. 3 4 20. One does n o t always know what inform ation and r e p o r t s th e MDE requires. 3 4 21. MDE s t a f f a r e well informed on c u r r e n t iss ues and developments in ed uc ation. 3 4 22. The MDE gives v alu ab le help in s o lv i n g school d i s t r i c t problems. 2 3 4 5 23. MDE i n t e r e s t in i n s t r u c t i o n a l innovation has improved the c l i m a t e f o r school d i s t r i c t e ducational change. 2 3 4 5 24. There i s a c o n f l i c t between th e MDE r o l e t o enfo rce th e laws and the r o l e o f providing c o n s u l t i n g services. 3 4 25. P r e s e n t a t i o n s by most MDE personnel do not r e f l e c t many o r i g i n a l id e a s . 3 4 26. Most r e p o r t s requested by the MDE a r e n eces sary. 2 3 4 5 27. Most MDE personnel a r e p r a c t i c a l . 2 3 4 5 105 Section II (Continued) Agree Neutral Disagree 28. The MDE has had l i t t l e e f f e c t on the improvement o f i n s t r u c t i o n . 2 3 4 5 29. Many o f the MDE p u b l i c a t i o n s could be e l i m in a t e d . 2 3 4 5 30. The MDE does an e f f e c t i v e job o f promoting s t a t e l e g i s l a t i o n bene­ f i c i a l to ed ucatio n. 2 3 4 5 31. Most MDE personnel do not atte m pt to improve through s e l f e v a l u a t i o n . 2 3 4 5 32. Most MDE programs do not r e f l e c t a r e a s o f genuine concern to e d u c a to r s . 2 3 4 5 33. Most MDE s t a f f speak out about controversial issues. 2 3 4 5 34. There i s a f r e e exchange o f informa­ t i o n between th e school d i s t r i c t and the MDE. 2 3 4 5 35. S i g n i f i c a n t curricu lum develop­ ments o r i g i n a t e a t th e MDE l e v e l . 2 3 4 5 36. School d i s t r i c t and MDE personnel work as a team in s o lv in g educa­ t i o n a l problems. 2 3 4 5 37. There i s too much d u p l i c a t i o n in the inform ation r eq ue st ed by var ious MDE d e p a r tm e n ts . 3 4 5 38. Most educ ators ar e not aware o f the kinds o f s e r v i c e s o f f e r e d by th e MDE. 2 3 4 5 39. Most meetings sponsored by MDE ar e well planned. 2 3 4 5 40. Most o f th e MDE s t a f f spends too l i t t l e o f i t s time working with people in school d i s t r i c t s . 2 3 4 5 106 Section II (Continued) Agree Neutral Disagree 1 2 3 4 5 41. Group p r e s e n t a t i o n s made by MDE s t a f f members g e n e r a l l y provide useful info rmatio n. 1 2 3 4 5 42. Most MDE r e p o r t s r e q u i r e too much work. 1 2 3 4 5 43. Most MDE personnel seem more concerned with r e g u l a t i n g schools than with pr oviding l e a d e r s h i p . 2 3 4 5 44. In seeking s o l u t i o n s to educa tional problems, most ed ucators n a t u r a l l y turn to th e MDE. 2 3 4 5 45. The MDE i s a good source o f informa­ tio n about in novative programs in lo cal school d i s t r i c t s . 2 3 4 5 46. Most MDE personnel making recommen­ d a tio n s to l o c a l school d i s t r i c t s have inadequate under sta nding of co n d iti o n s in those d i s t r i c t s . 2 3 4 5 47. Most MDE personnel a r e unreason­ ably influen ced by p r e s s u r e groups. 2 3 4 5 48. Most m a t e r i a l s and p u b l i c a t i o n s from the MDE a r e not very h e l p f u l . 2 3 4 5 I n s t r u c t i o n s f o r Answering Questions in Sec ti on I I I P le as e read the following d i r e c t i o n s b e fore beginning L e f t hand s c a l e i n s t r u c t i o n s To th e l e f t o f each s ta te m e n t i s a s c a l e to i n d i c a t e how s tr o n g l y you f e e l the MDE should be performing the a c t i v i t y . C i r c l e the a p p r o p r i a t e number. I f you a r e n e u tr a l o r cannot d e c id e , c i r c l e "3 ." 107 Section III (Continued) Right hand s c a l e i n s t r u c t i o n s A f t e r you have responded to t h e l e f t hand s c a l e f o r each item, r e t u r n t o the f i r s t item and respond to th e r i g h t hand s c a l e as f ollow s : to the r i g h t o f each s ta te m e n t i s a s c a l e to i n d i c a t e how you a p p r a i s e th e amount o f emphasis th e MDE i s p r e s e n t l y p l a c i n g on t h i s a c t i v i t y . C i r c l e "3" i f n e u tr a l o r cannot de cid e. IMPORTANCE OF THE ACTIVITY PRESENT AMOUNT OF EMPHASIS BY MDE 1 2 3 4 5 12345- - 1 no importance l i t t l e importance moderate importance important . extreme importance 3 4 5 49. Provide proposal w r i t i n g a s s i s t a n c e to school d i s ­ tricts. 1 2 3 4 5 1 2 3 4 5 50. Assign MDE personnel in i n t e r m e d i a t e school d i s ­ t r i c t s to work c l o s e l y with school d i s t r i c t s in th a t area. 1 2 3 4 5 1 2 3 4 5 51. Make c o n s u l t a n t - t y p e v i s i t s to school d i s t r i c t s on a regular basis. 1 2 3 4 5 1 2 3 4 5 52. E s t a b l i s h c r i t e r i a f o r the e v a l u a t i o n o f ed u ca tional m a t e r i a l s on t h e market. 1 2 3 4 5 1 2 3 4 5 53. Sponsor annual t e a c h e r conf e re n c e s in s u b j e c t m a t te r areas. 1 2 3 4 5 1 2 3 4 5 54. Exchange MDE personnel with personnel from school d i s ­ t r i c t s on a s h o r t - t e r m b a s i s . 1 2 3 4 5 55. 1 2 3 4 1 2 2 very low emphasis low emphasis moderate emphasis much emphasis extreme emphasis 3 4 5 Provide s e r v i c e s s p e c i f i c a l l y designed to a s s i s t small school d i s t r i c t s . 5 108 Section III (Continued) IMPORTANCE OF THE ACTIVITY PRESENT AMOUNT OF EMPHASIS BY MDE 1 2 3 4 5 1 2 3 4 5 - no importance l i t t l e importance moderate importance important extreme importance - very low emphasis low emphasis moderate emphasis much emphasis extreme emphasis 1 2 3 4 5 56. Provide r e s e a r c h a s s i s t a n c e to school d i s t r i c t s . 1 2 3 4 5 1 2 3 4 5 57. Conduct p u b lic meetings throughout th e s t a t e to ex p lain r e c e n t educ atio na l legislation. 1 2 3 4 5 1 2 3 4 5 58. A s s i s t school d i s t r i c t s in r e p o r t i n g s t u d e n t progress to the community. 1 2 3 4 5 1 2 3 4 5 59. Carry o u t an in - d e p th study o f b u i l d i n g replacements and the c o n s t r u c t i o n o f new facilities. 1 2 3 4 5 1 2 3 4 5 60. A s s i s t school d i s t r i c t s in developing competency t e s t ­ ing f o r high school gradua­ tion. 1 2 3 4 5 1 2 3 4 5 61. Resolve c o n f l i c t s between school d i s t r i c t s developing from land t r a n s f e r s , annexa­ t i o n s and c o n s o l i d a t i o n s . 1 2 3 4 5 1 2 3 4 5 62. Bring personnel t o g e t h e r from school d i s t r i c t s with s i m i l a r problems t o work on s o l u t i o n s . 1 2 3 4 5 1 2 3 4 5 63. Operate a s t a t e - w i d e i n s u r ­ ance program f o r school d istricts. 1 2 3 4 5 3 4 5 64. Pu blish an n u a lly th e ar eas o f c r i t i c a l manpower s h o r t ­ ages f o r use by high school counselors. 1 2 3 4 5 1 2 109 Section III (Continued) IMPORTANCE OF THE ACTIVITY PRESENT AMOUNT OF EMPHASIS BY MDE 1 2 3 4 5 1 2 3 4 5 - no importance l i t t l e importance moderate importance important extreme importance - very low emphasis low emphasis moderate emphasis much emphasis extreme emphasis 1 2 3 4 5 65. Provide a s s i s t a n c e to school d i s t r i c t s in conducting t o t a l needs assessments. 1 2 3 4 5 1 2 3 4 5 66. Develop t e a c h e r cadres f o r planning i n - s e r v i c e on a geographical b a s i s . 1 2 3 4 5 1 2 3 4 5 67. A s s i s t school d i s t r i c t s in developing meaningful goals and t r a n s l a t i n g the goals i n t o measurable o b j e c t i v e s . 1 2 3 4 5 1 2 3 4 5 68. Encourage educa tion al e x p e r i ­ mental demonstration c e n t e r s . 1 2 3 4 5 1 2 3 4 5 69. I n i t i a t e a program to c o o r d i­ n a te purchasing f o r a l l school d i s t r i c t s in Michigan. 1 2 3 4 5 1 2 3 4 5 70. Work with school d i s t r i c t s in e s t a b l i s h i n g s h o r t and long range energy conser vation p lan s. 1 2 3 4 5 1 2 3 4 5 71 Develop s t a t e - w i d e d ata pro­ cessing s e r v i c e s f o r f i n a n c i a l accounting f o r school d i s ­ tricts. 1 2 3 4 5 1 2 3 4 5 72. Provide high school s tu d e n t s with information re ga rding s tu d e n t f i n a n c i a l a s s i s t a n c e services. 1 2 3 4 5 3 4 5 73. Coordinate s e r v i c e s between public and school d i s t r i c t libraries. 1 2 3 4 5 1 2 110 Section III (Continued) IMPORTANCE OF THE ACTIVITY PRESENT AMOUNT OF EMPHASIS BY MDE 1 2 3 4 5 1 2 3 4 5 - no importance l i t t l e importance moderate importance important extreme importance - very low emphasis low emphasis moderate emphasis much emphasis extreme emphasis 1 2 3 4 5 74. Encourage co o peration among school d i s t r i c t s in conduct­ ing a d u l t co n tin u in g educa­ tion services. 1 2 3 4 5 1 2 3 4 5 75. Provide a s t a t e - w i d e a s s e s s ­ ment program f o r school d i s t r i c t students. 1 2 3 4 5 1 2 3 4 5 76. Offer school d i s t r i c t s con­ s u l t a n t s e r v i c e s to upgrade b u ild in g s f o r access by the handicapped. 1 2 3 4 5 1 2 3 4 5 77. Inform school d i s t r i c t p e r ­ sonnel o f o u t s t a n d i n g programs in o t h e r s c h o o ls . 1 2 3 4 5 1 2 3 4 5 78. Set s ta t e - w i d e minimum perform­ ance o b j e c t i v e s in a l l s u b j e c t areas. 1 2 3 4 5 1 2 3 4 5 79. P ublic MDE p o s i t i o n papers on c u r r e n t ed uca tional i s s u e s . 1 2 3 4 5 1 2 3 4 5 80. Involve e d u c a t o r s , c i t i z e n s and s t u d e n t s in the formula­ t i o n o f goals f o r ed ucation in Michigan. 1 2 3 4 5 1 2 3 4 5 81. A s s i s t school d i s t r i c t s in nego­ t i a t i n g c o n t r a c t s with employees. 1 2 3 4 5 1 2 3 4 5 82. U t i l i z e ad v iso r y committees t o e v a l u a t e MDE a c t i v i t i e s . 1 2 3 4 5 3 4 5 83. Recommend a l t e r n a t i v e s t a t e f i n a n c i a l models f o r c o n s id e r ­ a t i o n by t h e l e g i s l a t u r e . 1 2 3 4 5 1 2 m Sectio n I I I (Continued) 84. What ar e some o f the a s p e c ts o f the MDE t h a t seem to be e f f e c t i v e or good? 85. What su gges tions do you have f o r improving the MDE? APPENDIX C DEMOGRAPHIC DATA 112 APPENDIX C DEMOGRAPHIC DATA Respondents Three hundred t h r e e q u e s t i o n n a i r e s were s e n t to the i n v i t e d sample. Two hundred s i x t y - o n e q u e s ti o n n a i r e s were r e t u r n e d , of which f o u r were unanswered f o r various r e a so n s . seven useable q u e s t i o n n a i r e s were r e t u r n e d . Two hundred f i f t y - This r e p r e s e n t s an 84.8% response of q u e s t i o n n a i r e s to be used in th e stu dy. As i n d i c a t e d in Table C-l the r a t e o f r e t u r n did not vary from one a d m i n i s t r a t i v e p o s i t i o n to a n o t h e r . In f a c t , t h e d i f f e r ­ ence in percen tag e o f r e t u r n from the h i g h e s t ( s u p e r in te n d e n ts a t 86.1%) to the lowest (high school p r i n c i p a l s a t 83.2% was only 2.9 percentage p o i n t s . Also, as shown in Table C-l t h e r e was very l i t t l e d i f f e r ­ ence in r a t e o f r e t u r n from one geographical ar ea to a n oth er. The g r e a t e s t d i f f e r e n c e was from th e upper peninsu la which y i e l d e d an 80.6% r e t u r n to th e schools w ith in a 75 mile ra d iu s of Lansing which had a r e t u r n o f 85.9%. This r e p r e s e n t s a d i f f e r e n c e o f only 5.3 per centage p o i n t s . The g r e a t e s t d i f f e r e n c e in per ce ntag e o f r e t u r n was in the category o f school s i z e as shown in Table C-2. The medium s i z e schools had a per ce ntag e r e t u r n o f 89.6 f o r the h i g h e s t . per ce ntage r e t u r n was from th e small schools a t 79.4%. g r e a t e s t extreme was only 10.2 per ce ntag e p o i n t s . 113 The lowest This TABLE C - l .—Number o f Q uestionnaires Mailed w ith Frequency and Percent o f Return by Various C ategories. Superintendents Geographical Area Size of School Upper Peninsula Large 2 2 100.0 Medium 3 2 Small 7 Lower Peninsula more than 75 m iles from Lansing Lower Peninsula le s s than 75 m iles from Lansing Mailed Return ----------------Freq. H> H.S. P rin c ip a ls Other A dm inistrators Return Mailed All A dm inistrators Return Mailed Mailed Freq. % 2 2 100.0 2 1 50.0 6 5 83.3 66.7 3 3 100.0 3 3 100.0 9 8 88.9 5 71.4 7 5 71.5 7 6 85.7 21 16 76.2 12 9 75.0 12 10 83.3 12 10 83.3 36 29 80.6 8 7 87.5 8 4 50.0 8 6 75.0 24 17 70.8 Medium 20 20 100.0 20 17 85.0 20 18 90.0 60 55 91.7 Small 16 14 87.5 16 14 87.5 16 12 75.0 48 40 83.3 44 41 93.2 44 i 35 79.5 44 36 81.8 132 112 84.8 9 9 100.0 9 8 88.9 9 8 88.9 27 25 92.6 Medium 25 20 80.0 25 24 92.0 25 23 92.0 75 66 88.0 Small 11 8 72.7 11 8 72.7 11 9 81.8 33 25 75.8 45 37 82.2 45 39 86.7 45 40 88.9 135 116 85.9 101 87 86.1 101 8' 83.2 101 85.1 303 257 Large Large Freq. Return -------------Freq. % 86 % 84.8 115 TABLE C-2.--Number o f Ques tionna ir es Mailed with Frequency and P ercen t o f Return by School Size. Medium Large Return Return Return rlu 11cu Mailed Freq. 57 Small 47 % 82.6 Mailed Freq. 144 129 % 89.6 Freq. 102 81 % 79.4 Demographic Data F o r t y - f o u r demographic v a r i a b l e s were r e port ed on the com­ p u t e r p r i n t o u t , many o f which had l i t t l e s i g n i f i c a n c e in th e study. Consequently, what follows i s a s e l e c t e d number o f demographic v a r i a b l e s which seemed to be o f i n t e r e s t . Age Table C-3 gives an i n d i c a t i o n o f t h e age groups by sex o f a l l t h e r esp on den ts . Only 3.2% o f t h e respondents were under 30 y e a r s o f age o r over 60 y e a r s o f age. The younger respondents were in th e s m a l l e r schools (Table C-4). Although none o f t h e s u p e r in te n d e n ts were over age 60, as a group, they d e f i n i t e l y were t h e o l d e s t (Table C-5). Of t h e a d m i n i s t r a t o r s responding, 93.8% were male and 6.2% female. 116 TABLE C - 3 . —Percentage D i s t r i b u t i o n o f Adm inist rat ors by Age and Sex. Age Group Male Female Combined 20-29 1.7% 0% 1.6% 30-39 32.8% 12.5% 31.5% 40-49 38.2% 37.5% 38.1 % 50-59 26.6% 37.5f^ 27.2% .8% 12.5% 1.6% 100.0% 100.0% 60+ TABLE C-4. --Age of A d m in istr ato rs and School Size in a Percentage D istribution. Size o f School Large Medium Small 20-29 0% 0% 5.1% 30-39 19.1% 27.7% 45.6% 40-49 46.8% 39.2% 30.4% 50-59 29.8% 32.3% 17.7% 4.3% .8% 1.3% Age Group 60+ 100 . 0 % 100 . 0 % 100.0% 117 TABLE C - 5 . —A dm inistrative P o s iti o n by Percentage in Various Age Groups. P o s i tio n Age Group S upe rintend ent High School P r in c ip a l Other Adm inist rat or 20-29 0% 2.7% 1.8% 30-39 18.2% 40.7% 33.9% 40-49 48.9% 31.1% 37.5% 50-59 33.0% 25.7% 21.4% 0% .9% 5.4% 100.0% 100.0% 60+ 100.0% G eog rap hically, t h e upper peninsu la had th e l a r g e s t p e r ­ centage o f females with 10.3% while th e schools in th e lower p en in su la and more than 75 miles from Lansing had th e lowest with 4.5% (Table C-6). None o f the s u p e r i n t e n d e n t s responding were female. However, 8.8% o f t h e high school p r i n c i p a l s and 10.7% o f t h e o t h e r a d m in is tr a ­ t o r s responding were female (Table 7). Males r e p re s e n t e d th e younger age groups as compared to females (Table 3). In f a c t , 34.5% o f a l l th e male respondents were under age 40 while only 12.5% o f t h e females were under age 40. Also, i t appears t h a t females s t a y on t h e jo b lo nge r as 12.5% of them were in th e above age 60 ca te g o r y . 60. Only .8% o f t h e males were above age 118 TABLE C -6.—Male-Female D i s t r i b u t i o n in Percentage o f A dm inistrators by Geographical Area. Geographical Area Female Male Total Upper Peninsula 10.3% 89.7% 100.0% L.P. + 75 miles 4.5% 95.5% 100.0% L.P. - 75 miles 6.9% 93.1% 100.0% TABLE C - 7 . ~ P e r c e n t a g e of Male-Female Rep resenta tion by Administra­ tiv e Position. Male Female Superintendent High School P r in cip al Other Adm inist rato r 100% 91.2% 89.3% 0% 8.8% 10.7% Level o f P r o fes sio n al P r ep aratio n By f a r t h e most common degree held by th e respondents was t h e M.A. (Table C-8). A g r e a t e r p r o port ion (29.5%) o f th e s u p e rin te n d e n ts held d o c t o r a t e s than t h e o t h e r groups o f a d m i n i s t r a t o r s (Table C-9). 119 TABLE C-8.--Level o f P r ofe s sio nal P r e p a ra t io n o f All Respondents by Percentage. Percent o f Respondents Degree Doctorate 16.0% Specialist 24.2% M.A. 52.7% B.A. 4.7% Other 2.3% 100.0% TABLE C-9 .— P r o fes sio n al P repara tion by A dm inistrative P o s i t i o n . A d m in istr a tiv e P o s iti o n P r o fes sio n al Degree Superin tend ent High School P r in c i p a l Other A d m in is tr ato r Doctorate 29.5% 8.8% 9.1% Specialist 28.4% 23.9% 18.2% M.A. 40.9% 61.9% 52.7% B.A. 1.1% 4.4% 10.9% 0% .9% 9.1% Other 100. 0% 100 . 0 % 100 . 0 % 120 Years in Like A dm in is tr ati ve P o s i t i o n in Michiga~n S up er intend ents have spen t more time in a l i k e p o s i t i o n in th e s t a t e o f Michigan as compared t o o t h e r a d m i n i s t r a t o r s . Over 70% o f t h e s u p e rin t e n d e n ts have served in a superintendency in th e s t a t e of Michigan f o r over 11 y e a r s (Table C-10). Years in Michigan as A d m in is tr ato r Only 1.2% of th e respondents were s erv in g t h e i r f i r s t ye a r as an a d m i n i s t r a t o r in Michigan. Over 19% have been in Michigan as an a d m i n i s t r a t o r f o r more than 20 y e a r s (Table C - l 1). V i s i t s t o MDE Almost o n e - h a l f (48.2%) o f th e respondents i n d i c a t e d they v i s i t e d t h e MDE o f f i c e s in Lansing one to t h r e e times per y e a r and 36.9% do not make the t r i p a t a l l (Table C - l 2). Respondents in th e upper pen ins ula do not v i s i t t h e MDE very o f te n as compared t o t h e a d m i n i s t r a t o r s in t h e lower peninsu la (Table C-13). Respondents in d i c a t e d t h a t th e s m a ll e r th e school d i s t r i c t in which they s e r v e , t h e g r e a t e r t h e chance t h a t they wi l l not v i s i t th e MDE (Table C - l 4). Many (68.8%) high school p r i n c i p a l s r e p o rte d t h a t they never v i s i t th e MDE, wh ile only 10.2% o f t h e s u p e r i n t e n d e n t s r e p o rt e d they do n ot make any v i s i t s t o t h e MDE (Table C - l 5). 121 TABLE C-10.—Years In P r esen t or Like P o s i t i o n in the S t a t e o f Michigan. Years Position 0-1 2-5 S u perin te nde nt 1.1% H.S. P r i n c i p a l Other Combined 6-10 11-20 20% Total 5.7% 22.7% 45.5% 25.0% 100.0% 1.8% 22.1% 27.4% 32.7% 15.9% 100.0% 0% 25.0% 26.8% 30.4% 17.9% 100.0% 1.2% 17.1% 25.7% 36.6% 19.5% 100.0% TABLE C - l 1 .--Number o f Years Served as an A d m in istr ato r in th e S t a t e o f Michigan. Number o f Years 0-1 P ercen t of Respondents 1 . 2% 2-5 17.2% 6-10 25.4% 11-20 36.7% 20+ 19.5% 100 . 0 % 122 TABLE C-l2.--Number of Yearly Visits to MDE by All Administrators. Number o f Yearly V i s i t s P ercen t o f Respondents Never 36.9% 1-3 times 48.2% 4-6 times 9.8% 7-10 times 3.1% 10+ times 2.0% 100.0% TABLE C - l 3. —Number of Yearly V i s i t s t o th e MDE by Geographical Area in Percentage by Various Frequency Groups. Geographical Area Number of Yearly V isits Upper Peninsula i Never 62.1% 31.8% 35.3% 1-3 times 27.6% 54.5% 47.4% 4-6 times 6.9% 7.3% 12.9% 7-10 times 3.4% 3.6% 2.6% 10+ times 0 2.7% 1.7% 100.0% 100.0% 100.0% Lower Peninsula more than 75 mi. from Lansing Lower Peninsula w ith in 75 mi. o f Lansing 123 TABLE C - l 4 . --Number o f Yearly V i s i t s Made to the MDE by Size o f School. Number o f Yearly V i s i t s Size of School D i s t r i c t -----------------------------------------------------------------------Large Medium Small Never 23.4% 32.3% 52.6% 1-3 times 59.6% 51.5% 35.9% 4-6 times 4.3% 11.5% 10.3% 7-10 times 6.4% 3.8% 10+ times 6.4% .8% 100.0% o o o 0 1.3% 100.0% TABLE C - l 5. --Number o f Yearly V i s i t s Made to th e MDE by A d m in i str a tiv e P o s i t i o n . A d m in istr a tiv e P o s iti o n Number of Yearly V i s i t s Super in ten dent High School P r in c i p a l Other Ad m ini st rat or s Never 10.2% 68.8% 16.1% 1-3 times 65.9% 26.8% 62.5% 4-6 times 14.8% 4.5% 12.5% 7-10 times 4.5% 0 7.1% 10+ times 4.5% 0 1.8% 100.0% 100.0% 100.0% 124 Frequency o f Phone C a lls t o MDE Very few (10.6%) o f t h e respondents in d i c a t e d they never c a l l th e MDE (Table C - l 6) and only 3.4% o f th ose in th e upper penin su la r e p l i e d t h a t they never c a l l th e MDE (Table C - l 7). TABLE C - l 6 . —Number o f Yearly Telephone C a l l s t o t h e MDE by A d m in istr a to rs . P ercen t o f Respondents Number o f Yearly C a lls Never 10.6% 1-3 times 29.4% 4-6 times 18.0% 7-10 times 19.6% 10+ times 22.4% TABLE C - l 7 . —Number o f Yearly Telephone C a l ls t o th e MDE by Geographical Area. Geographical Area Number o f Yearly C alls Upper Peninsula Lower Peninsula more than 75 mi. from Lansing Lower Peninsula w ith in 75 mi. o f Lansing 3.4% 6.4% 16.4% 1-3 times 48.3% 28.2% 25.9% 4-6 times 17.2% 20.0% 16.4% 7-10 times 13.8% 17.3% 23.3% 10+ times 17.2% 28.2% 18.1% 100 . 0 % 100 . 0 % 100 . 0 % Never APPENDIX D QUESTIONS TO BE ANSWERED IN NARRATIVE FORM 125 APPENDIX D QUESTIONS TO BE ANSWERED IN NARRATIVE FORM Answers t o the q u e s ti o n "What a r e some o f the a s p e c t s o f the MDE t h a t seem to be e f f e c t i v e o r good." Category: MDE personnel a r e f r i e n d l y , c o o p e r a t i v e , knowledgeable, and provide a s s i s t a n c e to local sc hools . W illingnes s to pr ovide a s s i s t a n c e . Some personnel a r e very h e l p f u l . a r e good examples. ___________, * a n d ________ You g e t a f a s t , s t r a i g h t answer from some people. I have enjoyed a good personal c o n t a c t and they have helped me when I needed them and p a r t i c u l a r l y the MDE S u perin tende nt o f Schools, Dr. P o r t e r . Supt. P o r t e r i s w i l l i n g to r e c e i v e i n - p u t from s t a t e p r o fe s s io n a l ed uca tion o r g a n i z a t i o n s . A number o f MDE s t a f f personnel a r e e x c e l l e n t and we look to them f o r ad vic e. Important l i a i s o n . Cooperation i s e x c e l l e n t . Finance Department i s h e l p f u l . Willin gnes s to a s s i s t . I have found t h e i r c o n s u l t a n t s to be helpfu l on a o ne-to-o n e b a s i s . I have very good luck working with various department heads. Personnel a r e g e n e r a l l y most c o o p e r a t i v e . There a r e some e x c e l l e n t people in th e MDE—________ , __________, t » • 126 127 Personnel a r e p l e a s a n t to deal with f o r the most p a r t . The MDE people have always t r i e d to a s s i s t but lack c u r r e n t "Educa­ t i o n To ols." Very good in pro viding information r e f l e c t i n g r u l e s and r e g u l a t i o n s . MDE personnel a r e g e n e r a l ly helpful and a v a i l themselves as needed. The personnel p r e s e n t t h e i r p o s i t i o n s to groups very well and they f i e l d q u e s tio n s as well as some lawyers. I f e e l t h a t th e MDE has a genuine concern f o r loc al school d i s t r i c t s and re nder s as much s e r v i c e as i t p o s s ib ly can. Personnel g e n e r a l l y seem very knowledgeable w ithin t h e i r a r ea o f speciality. C ons ultants f o r s t a t e and f e d e r a l programs a r e very c o o p e r a tiv e and h e l p f u l . When you c a l l , most o f the o f f i c e s a r e helpf ul ( e s p e c i a l l y t r a n s p o r ­ tation) . They ar e f r i e n d l y and helpfu l in some c a s e s . Most MDE department heads ar e very resp onsive to q u e s tio n s concerning forms and r u l e s and r e g u l a t i o n s . Good coop er at ion and a s s i s t a n c e a t times . A s s i s ta n c e in d e a l i n g with problems involving th e MDE. When te lephoned, personnel s i n c e r e l y endeavor to be o f s e r v i c e answering q u e s t i o n s , e t c . by We have had e x c e l l e n t success in gaining information by telephone from s t a f f . ____________ ' s o f f i c e . I f in d some good c o n s u l t a n t s e r v i c e s in the s t a t e a i d , c a t e g o r i c a l , m ig ra n t, T i t l e I , Sec. 27. In th e ar eas o f fin a n c in g and c e r t i f i c a t i o n , the MDE seems to have hig hly q u a l i f i e d employees. When you c a l l on them f o r help in a s p e c i f i c a r e a , they most o f te n can be h e l p f u l —e s p e c i a l l y in f i l l i n g o u t a l l th e en d les s forms, e t c . 128 Most o f th e s t a f f seem courteous and h e l p f u l . There a r e some help ful people employed by MDE. S t a f f h ig h ly c o o p e r a t i v e —w i l l i n g to help anytime. Disseminating information reg ard in g programs. C er tain departments such as school r e o r g a n i z a t i o n and p l a n t planning have been h elp ful when we have c a l l e d on them. Their a tt e m p t a t s e t t i n g minimal s ta n d a r d s . Have some f in d i n d i v i d u a l s who a r e s i n c e r e and t r y to be o f help. Generally he l p f u l when c a l l e d . They seem to be t r y i n g . Very pe rso nab le s t a f f . Good a t r e t u r n i n g c a l l s and answering q u e s ti o n s . Very h e l p f u l / i n f o r m a t i v e when c a l l e d . Some very f i n e people t h a t a r e w i l l i n g to help— e s p e c i a l l y _________, 9 • Most o f the people I ' v e worked with have been f r i e n d l y and h e l p f u l . When I need hel p with a problem, I can r e l y on th e MDE. Willingness o f personnel to answer q ues tions when c o n ta c te d . _________ i s very h e l p f u l . While rqy c o n t a c t with the MDE has been on a l i m i t e d b a s i s , I have found t h a t a te lephone c a l l most always has given me th e answer to whatever the problem a nd/or q u e s tio n . Category: The S t a t e Assessment Test The s t a t e t e s t i n g program has been good. Assessment Program. Assessment t e s t i n g . S t a t e ' s as sessment t e s t i n g ( g r e a t ) . 129 Assessment work. S t a t e wide assessment. Statewide assessment t e s t i n g . Establishm ent o f MAT. S t a t e assessment. Attempt to provide s t a t e wide assessment t e s t s . Information on Assessment T e stin g program i s e f f e c t i v e n o t good. I f e e l the assessment t e s t i n g program has helped loc al d i s t r i c t s to r e a l i z e t h e importance o f measuring s t u d e n t performance. The work on asses sment t e s t s ! S t a t e assessment. The S t a t e Assessment Program f o r grades 4-7 & 10. Category; Compensatory Education programs, T i t l e I , Special Education Compensatory—very s u p p o r t i v e . T i t l e IV-Innovative Program—e x c e l l e n t . T i t l e I c o n s u l t a n t extremely h e l p f u l . Special educa tion d i v i s i o n . Special educa ti on information and r e p o r t s . Comp. Ed. Program. The c o n s u l t a n t s f o r f e d e r a l programs a r e h elpful to lo c a l d i s t r i c t s . Most a r e good and a few a r e not. I ' d l i k e lo cal program s p e c i a l i s t s to e v a l u a t e some o f t h e se to MDE. Comp. ed. program. The Comp. Ed. s t a f f . 130 Category: Cons ultants C o n s u l tiv e s e r v i c e s . C o n s u lt a n t s e r v i c e f o r small programs i s good. ( T i t l e I) V i s i t a t i o n s o f c o n s u l t a n t f o r T i t l e I. C onsultant help with s p e c i f i c problems has been e x c e l l e n t with one exception when t h e r e was not the c o n s id e r a t i o n o f a r e p l y . The a c t i v i t i e s and p r o j e c t s t h a t allow you to meet MDE c o n s u l t a n t s on a personal b a s is so they can see f i r s t hand your problems and concerns. They have some very f i n e c o n s u l t a n t s employed on the s t a f f . C o n s ultant s e r v i c e s a t workshops. Category: Needs assessment, s ta te w id e g o a l s , objectives O b j e c t iv e program. Needs assessment. S ta te -w id e goals and o b j e c t i v e s . Performance o b j e c t i v e s . Promotion o f G o a l s / o b j e c t i v e s . Minimum performance o b j e c t i v e s Category: MDE meetings Program f o r new s u p e r in te n d e n ts e x p la in in g the r o l e o f MDE P ubli c meetings to e x p l a in educa tion al l e g i s l a t i o n a r e u s u a ll y done very wel1. They have had some good p r e s e n t a t i o n s a t var ious meetings. Geographical s e s s i o n s on such th i n g s as s ch olars hip* l e g i s l a t i o n , c u r r e n t problems in educa tion. 131 Regional Meetings on issues of importance. MDE seems to rec o gniz e t h a t t h e r e i s a problem. I have been to meetings where MDE o f f i c i a l s were in a tt en d an ce and have had p o s i t i v e in p u t from them. Category: Miscellaneous Educational in novation is very good. Strong l e a d e r s h i p by s u p e ri n t e n d e n t is e x c e l l e n t . very good l e a d e r . ) (John P o r t e r i s a Research. C e rtific a tio n o f teachers. Textbook a p p r o v a l . Inservice tra in in g . Legal ad vice. Superin te nde nt o f MDE puts kids f i r s t . C ertificatio n is f a ir . A s s is ta n c e in w r i t i n g pr o p o sals . E f f o r t to inform s u p e r i n te n d e n t s o f s t a t e department m a tt e rs i s e v i d e n t l y e f f e c t i v e . I t i s my source o f info rm atio n. Vocational emphasis. A l l o c a t i o n o f f e d e ra l funds, i . e . , v o c a t i o n a l , s p e c ia l e d ucation, e t c . I l i k e most o f t h e i r p u b l i c a t i o n s . presented. They ar e well done and c l e a r l y P o s iti o n Papers. Statistics. The impact o f the MDE in f o r c i n g LEA's to meet some ed ucation standards. Hot lunch—very e f f i c i e n t o p e r a tio n . 132 The turn-around time in g e t t i n g funds r eq ues ted back to the l ocal s chools . People seem t o be g e t t i n g o u t i n t o th e f i e l d working with personnel o f local d i s t r i c t s . Resource inform ation. I am not s u r e . I have no d i r e c t d ealings with the MDE. Michigan adoption program. Fin an cial d a t a : a l l programs. Information on in no vative or demonstration programs. School lunch program. Appear to have a handle on some o f the problems. They do g e t involved in ev er y th in g . They do have l o t s o f i d e a s —some o f them very good. They ar e becoming aware o f the need f o r i n s e r v i c e a t a l l l e v e l s . The G e s t a l t Method. More s e r v i c e s f o r handicapped, e t c . forms.) (But t h e r e i s a c a t c h —more S e t t l i n g d i s p u t e s between d i s t r i c t s , e . g . , p r o p e rty t r a n s f e r s , pro vid ing a s s i s t a n c e in bonding, loan a g a i n s t s t a t e a i d , c e r t a i n t i t l e g r a n t a r e a s , enfo rc ing human r i g h t s laws. They a r e t h e r e . They answer a few q u e s t i o n s . The following departments have o f f e r e d c o n s c ie n tio u s s e r v i c e over the p a s t 13 y e a r s : t r a n s p o r t a t i o n , accounting & f in a n c e , hot lunch, school p l a n t planning and t e a c h e r c e r t i f i c a t i o n . The ISD arrangement has p o t e n t i a l to be c l o s e r to th e local s c h o o ls , i . e . th e MDE in the lo cal d i s t r i c t . Recent h i r i n g and r e o r g a n i z a t i o n in some a r e a s seems p o s i t i v e and uplifting. The MDE does s e rv e as an a g e n t to keep ed ucation in t h e s t a t e on an even keel and to keep unscrupulous ed ucators hone st. 133 S t a t e forms ar e sim pler than f e d e ra l and fewer "Thou s h a l t s . " Communications g e n e r a l l y r e l e v a n t , c l e a r and conc is e. Involving te a c h e r s and local a d m i n i s t r a t o r s in formulating i n s t r u c ­ t i o n a l o b j e c t i v e s and assessment items. My d ealings r e f l e c t both good and bad c o n t a c t s . P o s i t i v e f e e l i n g s come with some personnel who know what they a r e doing. Publications. I t has the r es ource s to do many p o s i t i v e things f o r the loc al d i s ­ trict. I p e r c e i v e the MDE as a huge b u r e a u c r a t i c watchdog. I t i s very impersonal. I have no i d e n t i t y with th e MDE. I t helps the unemployment f i g u r e s in Lansing. G e s t a l t program—This school has b e n e f i te d g r e a t l y . Many o f the i n s e r v i c e s . The MDE has a tremendous p o t e n t i a l o f knowing the o v e r a ll needs of Michigan e d ucation. I have to admit I am b ia se d . I have seen i t go from l i t t l e o r no control to s e m i - d i c t a t o r s h i p . I am p o s i t i v e t h a t they have a p o s i t i v e in f l u e n c e and do many p o s i t i v e t h i n g s . The q u a l i t y o f program put on in the Inte rm e d ia te D i s t r i c t by the MDE appears to be g r e a t l y improved in r e c e n t times. MDE s u p p o rt o f c e r t a i n i n n o v a tiv e programs to s erv e as models for other d i s t r i c t s . 134 Answers t o th e q u es tio n "What su gges tions do you have f o r improving th e MDE?" Category: MDE personnel should g e t out in the f i e l d , v i s i t s c h o o ls , and made more personal c o n t a c t s . S t a f f needs to g e t o u t in the schools more and f in d o u t the problems. More in d i v i d u a l c o n t a c t s with the local d i s t r i c t s . (Even when I was p r e s i d e n t o f the s t a t e a s s o c i a t i o n I could not g e t i n t o see the S t a t e Su p er in ten d e n t o f Public I n s t r u c t i o n . He was never a v a i l a b l e . I n c re a s e time f o r MDE eprsonnel to v i s i t s cho ols . To most "building" peo ple, the MDE i s d i s t a n t andf a r removed from t h e a c tu a l r e a l i t i e s o f edu ca tion in the s chools . Perhaps t h i s is o u r own pe r c e p ti o n because we see l i t t l e o f MDE people and know l e s s about t h e i r a c tu a l a c t i v i t i e s . An in formation P-Rprogram i s needed. C lo s e r co op eration with th e f i e l d . Bring s t a f f to the o p e r a t i n g le v e l more o f t e n . Cause heads and s u p e r v is o r s to r e t u r n teleph one c a l l s . Become knowledgeable about th e many d i f f e r e n t problems faced by the sch oo ls in Michigan. Many scheduled meetings away from Lansing do not seem to be supported by key people scheduled t o make p r e s e n t a t i o n s . We want to l i s t e n to key people o f th e va rious depar tments. More day t o day f e e l f o r loca l school d i s t r i c t ' s problems. Need to d i v i d e the MDE i n t o two l e v e l s of f u n c t io n s : (1) adminis­ t r a t i o n o f MDE r equire m ents , (2) c o n s u l t a n t s f o r local d i s t r i c t s . I n c r e a s e c o n t a c t with s c h o o ls —a c o n t a c t with c o o r d i n a t o r does not i n s u r e communication. P e r s o n a l i z a t i o n o f e f f o r t toward ind iv id u a l i n q u i r i e s . Make themselves b e t t e r known to p r i n c i p a l s . C lo s e r c o n t a c t with p r a c t i c i n g e d u c a to r s . Personnel a t th e local lev el should go to the MDE and g e t to know t h e s e people. 135 More personal contact with the school administrators. When c o n s id e r in g a mandated program, po ll a d m i n i s t r a t o r s , boards o f e d u c a tio n and t e a c h e r s to see i f they see a need f o r mandating such a program f o r a l l sch ools . P e r i o d i c a l l y p lace personnel in l o c a l d i s t r i c t s to meet problems f i r s t hand. I nc re as ed c o n s u l t a t i o n personnel in s u b j e c t a r e a s —elementary and secondary—f o r ISD and LEA's too small to employ s p e c i a l i s t s . Have th e l e a d e r s become more involved with schoo ls in no r th e rn Michigan. Personnel should be in tune with those in th e f i e l d reg ard in g impact o f d i f f e r e n t i s s u e s . For i n s t a n c e , t h e r e i s much c o n v e r sa t io n and e f f o r t behind s t a t e - w i d e purchasing o f buses and no one in t h e f i e l d seems to see any m e r i t in th e concept. I t h i n k th e MDE should be based on a geographical b a s i s t o a s s i s t loc al d i s t r i c t s . In many cir cu msta nce s the members a r e n o t r e a l i s t i c in d e a l i n g with l ocal or geographical problems. More c o n t a c t with ISD as an arm o f th e SDE. Keep having workshops such as th e one on assessment t e s t s a t Ann Arbor. More r e a l involvement with lo cal school d i s t r i c t s . Assign members t o work with various i n t e r m e d i a t e d i s t r i c t s . E s t a b l i s h b e t t e r communications a t g r a s s r o o ts l e v e l . More work i n th e f i e l d . Have an exchange o f MDE personnel to see "what i t ' s l i k e , " i . e . , MDE personnel being h ir e d o u t - o f - s t a t e . Having come from an o th e r s t a t e , t h in g s a r e d i f f e r e n t (both good and b ad.) In vo lve school personnel e a r l i e r in de veloping new forms and programs. Should ask f o r i n p u t bef or e a c t i o n and dur ing d r a f ti n g / i m p l e m e n t a t i o n . Get them o u t in the f i e l d every so o f t e n so they can see what i s happening. Get ffl)E people o u t i n t o lo cal d i s t r i c t s to f a c e t h e v o te r s and citizens. 136 MDE s t a f f members should g e t o u t o f t h e i r o f f i c e s to f i n d out what the r e a l world i s l i k e . Many times they conduct themselves as e x p e r t s b u t a r e not r e a l l y aware o f local c o n d i t i o n s . What r e a l c o n t a c t does i t have with a high school p r i n c i p a l ? There needs to be an e f f o r t t o understand the problems o f implemen­ t a t i o n o f some programs, completion o f r e p o r t s , e t c . , e s p e c i a l l y in the small high s ch ool. There j u s t i s n ’t enough a d m i n i s t r a t i v e help av a ila b le for a l l th a t is required. Get i t c l o s e r to th e f i r i n g l i n e — the schools themselves. A MDE r e p r e s e n t a t i v e should v i s i t each school a t l e a s t once a y e a r to see i f t h e r e a r e any concerns o r problems th e MDE might help with. C lo s e r d i r e c t communications with loc al school d i s t r i c t s . Put money in to involving loca l lev el a d m i n i s t r a t o r s . (Some d i s t r i c t s and boards cannot a f f o r d to send people t o s e rv e on adviso ry com­ m ittees.) More personal c o n t a c t in th e f i e l d so t h a t MDE personnel can become ac quainted with l o c a l problems. Get them o u t o f Lansing and working with o n - s i t e problems. C lo s er c o n t a c t with small o u t s t a t e d i s t r i c t s . Seek advice from s m a l l e r s chools . Regional o f f i c e s around the s t a t e . From n\y o f f i c e , I have very l i t t l e c o n t a c t with the MDE. even know what t h e i r f u n c tio n i s supposed to accomplish. Category; I d on't MDE should c u t red t a p e , reduce forms and paperwork. Sim plify , u n i fy records and r e p o r t s . Review d e t a i l V.E. added c o s t forms. Consider r e a l i s t i c time l i n e s . Too much money i s s p e n t on r e p o r t s t h a t a r e o f l i t t l e o r no value. Cut red ta p e . 137 Be v i s i b l e not j u s t a v a i l a b l e . Reduce unnecessary information which i s included in r e p o r t s to sch o o ls . Too much to read and under stand. E f f o r t s should be made to reduce the "red t a p e " — the c u r r e n t emphasis seems to be t h a t MDE i s accumulating information t o j u s t i f y the expen diture o f funds i n s t e a d o f allowing the programs t o f u n c t io n . As P r e s i d e n t C a r t e r "promised" in Washington—c u t down on th e red ta p e . Although MDE i s making some a tte m p t, more needs to be done to c o n s o l i d a t e numerous forms and ther eby reduce th e i n o r d i n a t e amount o f a d m i n i s t r a t i v e time nece ssa ry to.c om plete unnecessary and redundant forms. Reduce the number o f r e p o r t s due allowing more time to work on lo cal programs and problems. Endless paper work f o r them c e r t a i n l y could be improved on. MDE red tape and r e p o r t requirements o f local d i s t r i c t s a r e becoming impossible burdens on small d i s t r i c t s . We do not have th e personnel or the computerized da ta r e t r i e v a l equipment to cope with these expectations. Quit dreaming up new forms f o r in fo r m a tio n . I t is g e t t i n g to a p o i n t t h a t you need an a t t o r n e y to f i g u r e o u t i n s t r u c t i o n s . Make i n s t r u c t i o n s more und erstand able. Stop the flow o f new forms to be f i l l e d o u t . between departments a t MDE. Share information Cut r e p o r t s by 99%. Review the r e p o r t s requ ested f o r a c tu a l need. Simplify th e forms so they can be understood. Use th e computers and th e y e a r l y a u d i t to o b ta in information t h a t i s requ ested over and over from every d i f f e r e n t department. Remove red tap e. We were t o l d t h a t the reason f o r th e comprehensive change in the accounting system was to "sim p lif y " r e p o r t i n g . I t would seem t h a t one master f i n a n c i a l r e p o r t would e l i m i n a t e the many " e x tra " r e p o r t s now r e q u ir e d . Minimize r e p o r t s a n d/o r complexity o f r e p o r t s . 138 Cut paper work by 50% ( to b e g in ) . Cut down d u p l i c a t i o n o f paperwork. Forms should match "B" r e p o r t accounting numbers—c a f e t e r i a , t r a n s ­ p o r ta tio n , special e d ., etc . Use t h e same poor ly w r i t t e n form each y e a r r a t h e r than developing a new poor ly w r i t t e n form each y e a r . Require only those form r e p o r t s t h a t ar e a b s o l u t e l y nec essa ry. Require l e s s r e p o r t i n g . Use th e ones they do g e t to a g r e a t e r e x t e n t . Eli m inat e paper work f o r T i t l e I. Cut " r e d - t a p e . " B e t t e r r e g u l a t i o n o f s t a t e forms. Reduce paperwork requ irements. Cut th e unnecessary and t r i v i a l r e p o r t s . Cut down on th e paperwork. Most d e a d l i n e d a te s a r e p a s t when th e m a te r ia l i s e v e n t u a l l y r e c e i v e d . This makes one wonder about how much thought went in to the t o p i c and how important the r e t u r n r e a l l y i s . Avoid d u p l i c a t i o n . Reduce th e paper work demands they make on a d i s t r i c t . Gather d a t a only i f i t i s important. The red tape v/hen the local s u p e r in te n d e n t has to respond to a l l departments i s overwhelming. Each department should be aware o f the t o t a l demands o f the MDE. Cut down on th e number o f r e p o r t s . Get r i d o f some o f the r e p o r t (forms) and red ta p e . Elim in ate d u p l i c a t i n g o f inform atio n on r e q u i re d r e p o r t s . Be s u r e t h a t a l l information and r e p o r t s come out in laymen's language. Spend l e s s time c o l l e c t i n g q u e s tio n a b le information and more time in consulting services. Cut back on r e p o r t i n g and s i z e o f s t a f f . 139 Elimin ate r e d - t a p e from education programming. Elimin ate needless paperwork. Category: MDE is over r e g u l a t i n g loca l s c h o o l s . Constant d e s i r e to o v e r - r e g u l a t e must be curbed { i . e . s p e c ia l educa­ t i o n , vo ca ti onal e d u c a t io n ) . They a r e n o t a s e r v i c e o r g a n i z a t i o n . The people a r e more taken with t h e i r r e g u l a t i o n r e s p o n s i b i l i t y than t h e i r s e r v i c e f u n c t io n s . They must improve on t h i s i f nothing e l s e . What s t a r t s o u t as c o n s u l t a n t help f r e q u e n t l y tu rn s i n t o d i c t a t o r ­ s h ip : "Do i t t h i s way or we d o n ' t fund you," e t c . Don 't keep adding more task s f o r us to do, but help us do a b e t t e r job with b a s ic e d ucation. MDE seems more i n t e r e s t e d in a d m in is t e r i n g programs than developing them. MDE seems s e l f - s e r v i n g . I t should s erv e th e needs and goals o f lo cal LEA's r a t h e r than form ulate p o l i c y t o l e g i s l a t e t o them. Administering o f l e g i s l a t i v e law i s an accepted f a c t o f l i f e . MDE should a tte m p t to i n t e r v e n e on b e h a l f o f LEA i n t e r e s t s . Fewer r e p o r t s and monitoring o f LEA's by MDE. Without j u s t i f i c a t i o n , a l l r e p o r t forms a r e a l t e r e d a n n u a l l y , which r e q u i r e s more annual t r a i n i n g s e s s io n s to i n s t r u c t LEA personnel on how to prep ar e new forms—a v i c i o u s c i r c l e t h a t wastes time and r e so u r c e s! Rather than busying themselves with developing new r e p o r t forms, MDE personnel would be b e t t e r advised to attem pt to be o f genuine s e r v i c e to LEA's. P a r t i c i p a t i o n in any s t a t e wide purchasing program (buses?) should be a t th e LEA's o p tio n . MDE has a tendency to be an "empire b u i l d e r , " always looking f o r an excuse t o c r e a t e a l a r g e r and l a r g e r bureau­ cr a c y . Let th e lo cal school board run the school. Change i n t e n t from p o l i c i n g to s e r v i c e and co operation. MDE should be a s e r v i c e o r i e n t e d group, p r i m a r i l y s erv in g as a c o n s u l t a n t group r a t h e r than a r e g u l a t o r y agency. Much o f the MDE a c t i v i t y i s r e g u l a t o r y as opposed to s e r v i c e . We c r e a t e our bureaucracy by wanting more s e r v i c e in terms o f laws. No one seems t o t r u s t LEA's in c a r r y i n g o u t mandatory f u n c t i o n s . 140 Very n e g a t iv e f e e l i n g toward MDE. Being c o n s t a n t l y bombarded with new r u l e s , r e g u l a t i o n s , e t c . , th e d ep ar tm en t's r o l e seems to be t h a t o f an " e n f o r c e r . " Category: Fund mandated programs. Seek funding f o r mandated programs. I f no funds, then no programs. Provide adequate funds f o r schools to provide c o n t i n u a l l y i n c r e a s i n g s e r v i c e s t h a t a r e being mandated. MDE should not mandate programs they cannot a s s i s t with f i n a n c i a l l y . The MDE has a bad h a b i t o f mandating programs bef ore adequate fund­ ing and /or personnel a r e a v a i l a b l e to implement the mandated program. This puts a r e a l pinch on the a l r e a d y t i g h t budgets o f many loc al d i s t r i c t s . The MDE should become more f a m i l i a r with th e p r a c t i ­ c a l i t y o f th e programs they d e s ig n . Dome o u t o f the "White Tower" and see w h a t ' s going on bef or e mandat­ ing programs. Don't mandate programs w it ho ut f u l l f u n d in g . Fully fund Learning Disabled s p e c ia l education programs. I f a d d i t i o n a l task s a r e e s s e n t i a l , provide th e funding. Too much "pushing" and very l i t t l e money to implement. Any r e q u ir e d program should be f u l l y funded with a minimum o f paper­ work. I f money i s not a v a i l a b l e , then the r e g u l a t i o n should n o t be effective. Category: Improve MDE o r g a n i z a t i o n s t r u c t u r e A l o t o f o v e r la p p in g —department i s so big the l e f t hand d o e s n ' t know what the r i g h t hadn i s doing. Needs r e - o r g a n i z a t i o n — i n t o many th in g s t h a t lo c a l d i s t r i c t s can handle, i . e . , a t h l e t i c s . Cons olidate var io us departments in one b u i l d i n g . The department i s so l a r g e they d o n ' t know what i s going on w ith in t h e i r own ranks. Communication w ith in the department and a d i r e c t i o n o f a c t i o n t h a t i s e v i d e n t would he lp. 141 ISD reorganization should be a priority. Work to combine m ig ra n t, I n d ia n , b i - l i n g u a l , black and a l l o t h e r programs back i n t o one ca t e g o r y . That i s , "Basic Needs to Help the Children with Learning Problems." Too many programs over lap and c h i l d r e n ar e l a b e l e d . Also, put t h i s money where i t w i l l do most good. More s t a t e aid to schools d i r e c t l y to deal with t h e i r needs, which may tak e in a l l o f the above c a t e g o r i e s o r j u s t a few. L e t ' s deal with "Kids" not t h e i r r a c e , language or handicap. We a r e a l l handicapped in one way or another ! Category: Hold regional meetings Have meetings throughout th e s t a t e . S t a t e meetings by region o f s m a ll e r schools to s h a re ideas to improve t h e i r s c h o o ls . We could do t h i s l i k e th e old MEA co nfe rences used to do. We could t r y i t a t l e a s t . Communicate in person a t a regional level to g e t th e i n p u t from a l l districts. Have meetings throughout th e s t a t e so t h a t th e school d i s t r i c t s have a c l o s e r r e l a t i o n s h i p with the MDE. At the p r e s e n t time, th e MDE i s a group o f people with names t h a t I cannot a s s o c i a t e with or have a c l o s e f e e l i n g f o r , a governing body t h a t I cannot r e l a t e t o . Hold MDE meetings so we do not need to d r iv e 100 miles or more to attend. Sponsor annual r egional t e a c h e r conferences in s u b j e c t a r e a s , as done years ago. Let i t count as a day o f school as bef o re. This exchange o f idea s i s more important than ever b ef o re. Workshops and seminars on what they have t o o f f e r local d i s t r i c t s . Perhaps they could do t h e s e a t s t a t e conventions o r a t i n t e r m e d i a t e offi ces. Category: Reduce s t a f f Reduce s t a f f . I h o n e s tl y f eel th e same job could be accomplished with 2 / 3 s t a f f t h a t were w i l l i n g to work! Cut th e s t a f f in h a l f . Cut s t a f f by 50% ( t o be gin). Reduce the s t a f f . 142 Force them to reduce by 1/2 the number o f people they employ. School a d m i n i s t r a t o r s ar e supposed to comply with and be aware o f a l l the r u l e s and r e g u l a t i o n s . In th e MDE, they have s p e c i a l i s t s in a l l a r e a s and can answer q u e s ti o n s only in t h e i r ar ea o f s p e c i a l i t y . Category: MDE should be ev aluated An e v a lu a tio n p rocess . They need an e v a l u a t i o n o f performance. Evaluation o f personnel should be undertaken. weeding i s p e r i o d i c a l l y n e ces sar y . Like any o r g a n i z a t i o n , Evaluate perso nnel /D isch ar ge when ne cessa ry. Category: MDE in fl uenc ed too much by t e a c h e r s Too p o l i t i c a l —run by M.E.A. Teachers too im port an t—Stude nts seem secondary. The MDE has a very poor image in th e f i e l d . They a r e perceived as being a l l i e d with th e MEA and L e g i s l a t u r e in implementing programs and procedures while l e t t i n g the a d m i n i s t r a t i o n and c i t i z e n s f in d a way to pay f o r them. They a r e going to have t o work very hard to become c r e d i t a b l e with the a d m i n i s t r a t i v e s t r u c t u r e in t h i s s t a t e . Category: Miscellaneous More involvement in t h e a s p e c t s o f running a l o c a l school d i s t r i c t — a t times r e l y too much on t h e o r y , r u l e s and r e g u l a t i o n s , e t c . w ithout f u l l y r eco gn izi ng th e pragmatics o f o p e r a t i n g a school system. Review gr adu ation require m ents—perhaps design an e x i t exam. Stop i n j e c t i n g personal b i a s e s i n t o r e g u l a t i o n s the MDE i s au th o r iz e d to w rite. They should have a more d e f i n i t e managing by o b j e c t i v e system f o r each department; one which i s understood by a l l s u p e r i n t e n d e n t s . Act on some o f th e co n clu s io n s ev olvin g from t h i s survey. More pu b li c r e l a t i o n s . Provide and encourage i n - s e r v i c e ed ucation f o r t e a c h e r s and adminis­ trators . 143 Set a s ta n d a rd school day and how many hours o f i n s t r u c t i o n should we have a t elementary and secondary. Example, a r e rec es sed needed a t K-4, K-6? What i s a good length o f t h e school day f o r K-4, 5-8 and 9-12? Provide adequate lead time f o r scho ols to implement p o l i c i e s t h a t ar e required. The only su gg estion I have probably i s n ' t very r e a l i s t i c because I'm s u r e i t w ill n o t happen—but i t would be g r e a t t o see the MDE stop being p o l i t i c a l l y s u b s e r v i e n t to the M.E.A. E s t a b l i s h s t a t e - w i d e uniform gr adu ation re quir em ents. E s t a b l i s h s t a t e - w i d e curriculum . E s t a b l i s h s t a t e - w i d e competency t e s t i n g . De-emphasize "fads" s t a r t e d by MDE. Qu it t a l k i n g to themselves so much in e a r l y s ta g e s o f programs. They become o b l i v i o u s to o u t s i d e i n p u t s , be i t c o n s t r u c t i v e o r oth erw is e. MDE i s in most i n s ta n c e s a remote bureaucracy—o f l i t t l e help in sen sitiv e areas. More information on how to g e t a s s i s t a n c e in many ar e a s mentioned in t h i s survey . (By th e way, you have asked some very good q u e s t i o n s . ) More personnel in some a r e a s needed. Seek o u t more competent a d m i n i s t r a t o r s l i k e _________ a n d ___________. Much more a s s i s t a n c e needed in funding experimental programs, r e s e a r c h i n g funding s o u r c e s , speeding up a c tu a l funds once g r a n t approved. My school has been s o r e l y abused in t h i s a r e a . Develop a s tr o n g p o s tu r e on cur ricu lum and s ta n d a r d s . Requirements by th e s t a t e a r e vague and l i m i t e d . I re co gnize t h e l e g i s l a t i v e c o n s t r a i n t s , however, we have th e image o f a weak MDE. Have th e MDE p u t i n t o a c t i o n th e programs they promote. They keep loc al d i s t r i c t s confused. Keep loca l school d i s t r i c t s a b r e a s t on s u c c e ss fu l model programs o r p r a c t i c e s t h a t a r e ta k i n g p lace in va rious school d i s t r i c t s . More c o n c e n tr a te d c o n t a c t w it h a d m i n i s t r a t o r s and te a c h e r s o t h e r than c e n t r a l o f f i c e p e rso nnel. 144 Step up lobbying and re se arch f o r more e q u i t a b l e f in a n c i n g o f sc ho ols. Provide more a s s i s t a n c e to d i s t r i c t s in determining t o t a l needs assessment. I have never re ceived help or information when r eq u ested . D r a s t i c a l l y c u r t a i l " p i l o t s t u d i e s , " workshops and innovative pro­ grams . Northern Michigan schools a r e d i f f e r e n t from s outher n Michigan s c h o o ls . Problems and s o l u t i o n s a r e not the same. All schools should not be expected to be s i m i l a r . Folk ways and mores o f th e ar ea should be respected. Back o f f on a l l o f th e new educ ation programs such as c a r e e r educa­ t i o n and now Global Education which should allow us more time to devote to the b a s i c s . Some MDE people never have the answers to q u es tio n s asked a t the small group meetings. They put on, or they d o n ' t want to answer, o r th ey j u s t d o n ' t know. Stop playing f a v o r i t e s and s t a r t r e l a t i n g to the over 300 small school d i s t r i c t s . They do as they p l e a s e . Stop t r y i n g to tak e over local c o n t r o l . All MDE people should be r e q u ire d t o s erv e an " I n t e r s h i p " in a l a r g e , medium and small school d i s t r i c t . I do not b e l i e v e the MDE people understand our day to day problems. They a r e concerned only with r u l e s , r e g u l a t i o n s and d e g r e ss . Weed o u t some o f t h e dead wood. Stay away from pre-determined s o l u t i o n s to a l l problems. Coordinate p u b lic in formation r e l e a s e s so t h a t local d i s t r i c t s ar e n o t caught unaware o f changes. D o n 't i n f e r t h a t a l l d i s t r i c t s b e n e f i t from a new program o r law un le ss a]l_ do. We a r e an o u t-o f - fo r m u la d i s t r i c t and, t h e r e f o r e , many news r e l e a s e s about new funds, f o r example, do n o t apply to us. 145 The c l o s e r local and s t a t e agencies work t o g e t h e r th e more a p t we a r e to salva ge some p u b l i c r e s p e c t f o r our s ta te m e n ts . Develop a b e t t e r way of r e t u r n i n g tax money back to small school d i s ­ t r i c t s . Income tax i s c o l l e c t e d but small schools d o n ' t r e c e i v e any s t a t e a i d / c h i l d monies back. Many school a d m i n i s t r a t o r s a r e very wary o f t h e MDE. Retaining lo ca l co n tr o l appears to be an underlying i s s u e . I t i s d i f f i c u l t f o r th e MDE to be a h e l p e r ( c o n s u l t i n g s e r v i c e s ) and a policeman a t the same time. The MDE has l i t t l e p o l i t i c a l e f f e c t on th e l e g i s l a t u r e . L e g i s l a t o r s have t h e i r own a d v i s o r s , thus c r e a t i n g a l i t t l e recognized " t h i r d power" in s t a t e ed ucation p o l ic y . Do n o t send o u t information f o r news r e l e a s e s which compares school d i s t r i c t score s on Michigan Assessment Tests w it h o u t a l s o sending information about l i m i t a t i o n s o f t e s t s c o r e s . Some MDE members have no p r a c t i c a l ex per ien ce in e i t h e r teac hing or a d m i n i s t r a t i o n and in rny opinion do n o t have a r e a l i s t i c approach to the s o l u t i o n of an ed uca tional problem. , Most information or procedural l e t t e r s from MDE a r e undated. Standardized t e s t i n g should be expanded to in c lu d e a l l grade l e v e l s f o r lo ca l e v a l u a t i o n purposes with s e l e c t e d grade l e v e l s used f o r s t a t e wide assessment. Assessment t e s t i n g should allow f o r local emphasis o r v a r i a t i o n . Need a stand on 180 day s t u d e n t minimum atte n d a n c e days. Keep schools informed. Stay o u t o f th e Michigan High School A t h l e t i c A s s o c ia t io n . Reduce th e a c t i v i t y and number o f employees t h a t i s growing so r a p i d l y in t h e Department o f Education. "That government which governs l e a s t , governs b e s t . " T. J e f f e r s o n . Worry about th e next ge n e r a tio n r a t h e r than the n ex t e l e c t i o n . Develop a good, s tr o n g program to t e s t t h e competency o f t e a c h e r s , a d m i n i s t r a t o r s , making a l l t h e p r o f e s s i o n a l s pass t e s t s ever y 5 y e a r s o r so. ( S im i l a r to the n ursing p r o f e s s i o n . ) 146 Most im po rta nt—deal with and s olve the r e a l im portant i s s u e s in Michigan edu ca tion : (1) p u b li c school f in a n c e , (2) th e power s t r u g g l e —n e g o t i a t i o n s , t e a c h e r s t r i k e s , e t c . Ex ert more l e a d e r s h i p in the improvement o f t e a c h e r c e r t i f i c a t i o n . Develop more s t r i n g e n t requirements f o r t e a c h e r - t r a i n i n g programs. Fewer t h r e e - m a r t i n i lunches—no d r in k in g du rin g working hours, e i t h e r in Lansing o r in th e f i e l d . Child accounting has changed every y e a r . P r o r a t i n g o f personnel and s p e c i a l education s tu d e n ts i s o f no value because i t changes a l l du rin g th e y e a r . Make sur e t h a t each p o s i t i o n i s f i l l e d by a q u a l i f i e d i n d iv id ual who has had ex perience and pos sesse s empathy f o r people in l o cal school d i s t r i c t s . I f the job q u a l i f i c a t i o n s come under c i v i l s e r v i c e , a l l p o s i t i o n s should be f i l l e d in t h a t manner. I understand t h i s i s n o t always true. Politics?! Improve a d u l t education s e r v i c e s . Make workshops more e a s i l y understood and or ga nize d. Have been too many workshops with 3 o r 4 " ex p er ts" and they meet in groups and a l l t e l l something d i f f e r e n t . I f you c a n ' t f i n d a hig hly q u a l i f i e d person to f i l l a p a r t i c u l a r jo b , d o n ' t f i l l the job. I f they would r e t u r n a phone c a l l , i t would h e lp . The laws must be changed so t h a t recommendations by an improved MDE would not be negated by lobbying p r e s s u r e , e t c . p u t on the l e g i s l a ­ t u r e . Allow th e busin ess o f ed ucation t o be th e r e s p o n s i b i l i t y o f th e p r o f e s s i o n a l s . Less theor y and more p r a c t i c a l help. More involvement o f small and medium s iz e d school per so nn el. Quit dreaming up r i d i c u l o u s educati onal schemes f o r lo cal school d i s t r i c t s to t r y to a d j u s t to t h e i r p a r t i c u l a r s i t u a t i o n . Many programs a r e designed f o r s p e c i f i c schools and a r e a s b u t a l l schools a r e asked to p a r t i c i p a t e . I t ' s a waste o f time and paper, etc. 147 Curriculum too fragmented—e . g . , a r e a s o f s o c i a l sc ie n c e s need to be i n t e g r a t e d . Send out a l i s t i n g f o r LEA's to p r i o r i t i z e t h e i r needs. Too mnay a l l o c a t i o n s f o r s p e c ia l p r o j e c t s — l e t ' s s hare the wealth more e q u i t a b l y . Inform us what th e c r e d e n t i a l s o f t h e s e people a r e who ar e always t e l l i n g us what t o do. They should e s t a b l i s h some c r e d i b i l i t y with us. Make meetings more i n t e r e s t i n g and i n f o r m a tiv e . Hire knowledgeable and i n t e r e s t i n g people. Get r i d o f the d ry, dull and uninform ative people who conduct meetings. End a f f i r m a t i v e a c t i o n h i r i n g . R e - o r i e n t the department as being a s s i s t a n c e o r i e n t e d . Hire people who "care" and have some personal s k i l l s . Let th e department become "advocates" o f school d i s t r i c t s and l e t the Governor's hey-boys (__________ a n d ____________) do t h e i r own d i r t y work. Discharge t h e _______________ , , etc. Help small r u r a l s ch ools w r i t e and design unique programs. cannot a f f o r d s t a f f f o r t h i s , y e t programs a r e needed. They Should have s tu d i e d : c a r e e r e d . , p r o f e s s i o n a l development ad visory c o u n c i l s , t e s t i n g , d r i v e r ed. Take the i n i t i a t i v e in developing a l t e r n a t i v e methods o f funding p u b l ic education in Michigan. Does th e MDE e x i s t ? I g e t mostly n e g a tiv e f e e l i n g s . Hire good people! B e t t e r planning and o r g a n i z a t i o n f o r ar ea p r e s e n t a t i o n s . Schools a t t e n d to g e t i n f o r m a ti o n , but many times l eave confused. 148 I f e e l t h a t educ ation has g o tte n o u t o f hand with a l l t h e Federal programs. I f e e l we should g e t back to th e b a s ic s and develop some r e a l i s t i c goals and r e s p o n s i b i l i t i e s to l i f e and f o r g e t the numerous a l t e r n a t i v e programs t h a t d o n ' t amount to anything. Removal o f th e God-complex. Use asses sment to improve education n o t to judge school d i s t r i c t s . Yearly workshops—one day—reviewing new o r r e v is e d s e r v i c e s f o r a l l s u p e r i n t e n d e n t s . Also, review o f f u t u r e " t h r u s t s " o f MDE. T r u t h f u l l y , I have l i t t l e or no c o n t a c t with MDE. I'm so busy and Lansing too f a r away f o r " j a u n t s " to MDE. I f in d i t big and e l u s i v e . Maybe a d i r e c t o r y o f s e r v i c e s and c o n t a c t people. Show concern f o r a l l schools and a l l s tu d e n t s and not j u s t those from l a r g e c i t i e s with an overload o f m i n o r i t i e s . Honestly, I have attend ed hear ing where th e d e c i s io n i s not whether a concept should be co ns idered but how i t i s to be implemented. Reduce the r e s p o n s i b i l i t y and s t a f f s o f I n te r m e d i a te School D i s t r i c t s by 95%. The department needs a s tr o n g dose o f "good" educa tion al philosophy. They chase every new idea as a panacea. Bili ngual e d u c a ti o n , c a r e e r e d u c a tio n , voc ationa l ed u c a ti o n , s t a t e as se ssm en t, minimum s ta nda rd s f o r gr aduation a r e g e n e r a l l y c o u n t e r - p r o d u c t i v e . There a r e too many mandates based on popular themes o f "con ven tion al" wisdom. Department personnel need to have narrower range o f r e s p o n s i b i l i t i e s . Most a r e "o verloa ded." Be r e a l i s t i c in developing programs. Hire more p r a c t i c a l people. Become aware o f problems t h a t a l l d i s t r i c t s have ( l a r g e , medium, smal1). Formulate a d i f f e r e n t plan f o r f in a n c i n g s c h o o ls . Provide I n s e r v i c e f o r a l l l e v e l s (Bd. o f Ed., admin., t e a c h e r s , e t c . ) when implementing new r u l e s and r e g u l a t i o n s so l o c a l d i s t r i c t s can gear up to implement. P a r e n t groups sometimes have more information b efore p r o f e s s i o n a l e d u c a t o r s . A l l o c a t e funds to local school d i s t r i c t s and l e t LSD's determine accountability. 149 Get away from the idea o f Minimal Performance O b j e c t i v e s , because minimal w ill become the norm. Do l e s s innovation and more car ry - th ro u g h on p r e s e n t a c t i v i t i e s . Be a ble to r e l a t e to in d ividual school d i s t r i c t s and t h e i r unique, i s o l a t e d problem a r e a s such as f i n a n c e , b u i l d i n g , c u r ri cu lu m , e t c . I n s e r v i c i n g t h e i r l e a d e r s h i p so they know what education in th e t re n c h e s i s a l l about. I t ' s a l i g h t y e a r away from th e c o l l e g e t e x t to the classroom. The MDE p o s tu r e on " spec ia l ed ucation" should be r e - e v a l u a t e d in terms of what a local d i s t r i c t can rea so nab ly be expected to do. Q u a lity personnel n o t q u a n t i t y . R e a l i z a ti o n t h a t problems e x i s t in small d i s t r i c t s as well as in th e l a r g e r ones and l e g i s l a t e changes with them in mind!