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Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ■UMI A ccessin g th e W orld’s Information sin c e 1938 300 North Z eeb Road, Ann Arbor, Ml 48106-1346 USA Order Number 8900058 R ural school problem s and educational options: A n ethnographic study o f a sm all school district in th e U pper P en in su la o f M ichigan Korpela, Waino William, Ph.D. Michigan State University, 1988 Copyright © 1988 by Korpela, Waino William. All rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark 1. Glossy photographs or pages_____ 2. 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UMI RURAL SCHOOL PROBLEMS AND EDUCATIONAL OPTIONS: AN ETHNOGRAPHIC STUDY OF A SMALL SCHOOL DISTRICT IN THE UPPER PENINSULA OF MICHIGAN By Waipo William Korpela A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1988 ABSTRACT RURAL SCHOOL PROBLEMS AND EDUCATIONAL OPTIONS: AN ETHNOGRAPHIC STUDY OF A SMALL SCHOOL DISTRICT IN THE UPPER PENINSULA OF MICHIGAN By Waino William Korpela Many rural school districts today are facing a multi­ tude of problems, including declining inadequate financial student enrollments, resources and deteriorating buildings. Ethnographic methodology was used to study one such district for 26 months. Three major data areas were addressed in the study. First, were collected to determine what the school district's problems are. Second, the manner in which the traditions, values, beliefs, social patterns, preferences, and economics of the Third, community the district various were interface with schooling options examined to that are determine were available which of studied. to the them are feasible. The community has an education is important tradition and the students of the district have traditionally achieved at a level above state and national norms. The major problems that were identified are an unsafe and inadequate high school building and an elementary/junior high school which needs major renovation, coupled with a low equalized valuation of taxable property, which would make it difficult to raise the funds for construction and/or renova­ tion. The district also has had to cut some programs and services and hold teacher and administrator salaries below state and regional averages because of inadequate funds. Several feasible school district. both educational options exist for the These include possible merger with one or neighboring school districts, with the construction of a new high school, or maintaining a separate high school and supplementing learning, the current cooperative districts, or curriculum programming participating in through distance with neighboring school an area center operated by the regional educational agency. There is not a clear consensus in the community about a course of action citizens would possible to that prefer provide the district should follow. Most to maintain a high school if it were a quality education by doing so. A three-district consolidation, with the construction of a new high school, program. would probably provide the most comprehensive The citizens of the school district would probably support that option. Copyright by Waino William Korpela 1988 To Liola and to our sons, Michael, Kurt, Lee, Craig, and Karl v ACKNOWLEDGMENTS The researcher sincerely appreciates the assistance that the following persons provided in various ways: Dr. Charles Blackman, teacher, advisor and chairman of the dissertation committee; Dr. Ben Bohnhorst, teacher and member of the dissertation committee; Dr. George Ferns, teacher and member of the dissertation committee; Dr. Samual Moore, teacher and member of the dissertation committee; Dr. James Buschman, teacher of ethnographic research methodology; Mr. Clarence Hoeft, Superintendent, Bessemer Area School District; Mr. Walter Rickard, Principal, A. D. Johnston High School; members of the Bessemer Area School District Board of Education; the faculty and other employees of the Bessemer Area School District; citizens of the Bessemer Area School District who were willing to share their views with the researcher; and June and Margaret and other friends, colleagues and teachers in the Upper Peninsula MSU doctoral program. vi TABLE OP CONTENTS LIST OF TABLES.......................................... xii INTRODUCTION TO THESTUDY................... 1 The Problem........................................... 1 Purpose of the Study................................. 4 Rggearcti-QMestlPns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Methodology........................................... 9 M rolftafrlong............................................ 9 CHAPTER I: synw asy............................................... CHAPTER II: REVIEW OF LITERATURE...................... n 13 Introduction...................................... 13 Rusal School.. P. t oblaas................................ 13 Hov Education in Rural Communities Interfaces With TsadiUong, valuer, BeUetg* Social Patterns. ^references. and Economics........................... 17 Options For Dealing With Problems in Rural School .Blg.t-rlcts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 An EKSfflPlary .S m a ll- R u r a l .. Scho-Ql.............................................. 28 a.umw3Ky ............................................... 30 CHAPTER III: METHODOLOGY.............................. 33 Introduction.......................................... 33 criteria for Ethnographic Study...................... 34 The Reg.eay.chgr ........................................ 36 The Site.............................................. 37 v ii E3LP.Cfifl»E£g............................................. 37 Negotiations to Enter the Site..................... 37 Data Collect ion At the Site........................ 39 Data Verification.................................. 41 Data .AnalyjsAff-....................................... 42 Summary,............................................... 45 CHAPTER IV: THE SETTING............................... 47 Infcg.aflMfi£Ami................................ 47 An Abbreviated Hletpry pf theCp.MAw.Dl.fcy............... 47 The Early Year? .................................... 47 The Twenties and Thirties.......................... 52 The Forties and Fifties............................ 55 The Sixties. Seventies and Eighties................ 56 The Bessemer Area Community Today.................... 58 An Abbreviated History of theSchool District......... 62 1984-8 5 ............................................. 66 1985-86 ............................................. 67 1986-8 7 ............................................. 71 1987-8 8 ............................................. 74 gummara:............................................... 75 CHAPTER V: THE FINDINGS............................... 77 Introduction.......................................... 77 what ate thfi-gjrp.bJLe.Big...Tha t .the §g,hs.Qi District is Facing? .................................. 81 Are declining enrollments aproblem? ................ 81 Is there a problem with the voters of the district not approving rolllage requests for operational .■BHgppses? .............................. 83 viii Are the financial resources of the district a problem and vhat are the limiting factors? ........ 86 Does the operation of the Catholic elementary school. Yfil.Y: Impact ypon the financial £^so orcoig....Qi...tho...d.l.§j:.r_lp.t?......................... 89 Are the current curriculum, programs, and services adequate to provide a quality education to the district's students?............................... 91 Plempot.oty Echool................................. 91 Junior High School............................... 93 Senior High School............................... 94 Are class sizes a problem? ......................... 96 Are frhpre students living in the school district ttho should be enrolled in school butere,not? 98 Is there a problem with studentsdropping out of school? ..................................... 98 Is there a problem with absenteeism? .............. 99 Is there a problem with the students' level of achievement? .............................. 99 Is inappropriate student behavior a problem? ...... 105 Is there a problem vlth current administrators or teachers not meeting state certification r_gquireroe,ntg? ....................................... 106 Is it difficult to recruit teachers? ............... 107 Are the relationships among various segments of the larger community and the school community harmonious? .............................. 107 Is there a problem with Insufficient parent and citizen involvement in the affairs of the school district? ................................... 115 Is there a problem with the health, safety, and/or adequacy of the school buildings andgrounds? ..... 116 The A.D. Johnston High School.................... 116 The Washington School............................ 120 ix Maggie ..Field..................................... 123 la the condition of the bus fleet a problem? ...... 123 Hov do Traditions, Values. Beliefs, Social Patterns. Preferences, and Economics Interface With Education In This Small Community? ............................. 125 What is the history of the community and its schools? ........................................... 125 What Is the ethnic composition of the community today? ............................................. 125 Do the residents have a strong sense of community?. 127 Hov did the residents react to former school closings and to the annexation of the township schools to the city schools? ....................... 129 Hov does the economic condition of the region impact the school district? ........................ 130 Does the community provide all of the essential features and services of a complete social and economic community? ................................ 131 What do the residents of the district believe would happen to their community if they lost their high school? ................................. 132 What value do residents of the district place upon the education that students arereceiving?.... 132 Are the residents of the school district satisfied with the current educational programs and services that are provided?................................. 133 Hov important are high school athletics to the school and to the community? .................. 135 What are the attitudes in the community tovard instituting changes in the educational delivery system? ............................................ 139 Do the members of the board of education represent the ethnic and religious diversity, traditions, values, beliefs, social patterns, preferences, and economic status of the citizens they serve? .... 150 Which Potions for Providing an Educational Program to the Youth of the School District are Feasible and of Sufficient Quality to Merit Consideration? .......... 158 x 9f ,varjipM§ tf ic h n p l p q l t g .and o t h e r alternative methods of ..delAverl.nq_tha-Ciigrlcal.ua m a i l e d t__E.9AsJU)ie tp e n r i c h t h e ga m u t c n E.r l c n J .mw a n d / a t t,o...replacfi, p o r t i o n s , o f .,th e , ..d e liv e ry ,, s y s te m to make It more cost effective? .................... 159 i s ma i n t a i n i n g , t h e s t a t ne qwo a f e a s i b l e ., .opt i o n ? • • • 161 I s . pr o v i d i n g , a n , .e d u c a t i o n s ! pr o g r a m I n i .m K-12 sc ho o l , w it h o u t , .me r g e r i a f e a s i b l e - f lR tlf la ? .................... 162 I s . p r o v i d i ng a n . e d u c a t i on a l p r og r a m i n . r e n o v a t e d s c h o o l s a f e a s i b l e o p t i o n ? .......................................................... 164 I ff-.a .three-way megger o f t h e Bessemer, J ronypQ.d« and.. WaKe f l e l d s c ho o l . d i g t x l g .ts - f l - t e a g i b i s a p t t a n ? «• 166 Is-a-j9gjag.y-fafity.sfin, .the., fie $aeraer. ■fi.nd-lr.afiy.Q -p.d school districts a feasible option? ............... 171 Is a merger between the Bessemer and Wakefield school districts a feasible option?............... 175 Would It be feasible to have the high school students attend the Ironvood and/or Wakefield schools on a tuition basis while continuing to operate an elementary/junior high school program?.. 180 Summary............................................... 182 CHAPTER VI: ASSERTIONS, DISCUSSION AND RECOMMENDATIONS. 187 Introduction......................................... 187 Discuss Ion........................................... 190 IffiBllcajLLPJn.fi 197 Recommendations for Further Research................ 202 REFERENCES.............................................. 204 APPENDIX A: A. D. JOHNSTON HIGH SCHOOL CURRICULUM AND REGISTRATION PACKET.................... 210 APPENDIX B: MAP OF THE GOGEBIC RANGE SHOWING THE LOCATION OF SCHOOLS IN BESSEMER, WAKEFIELD AND IRONWOOD..................... 216 APPENDIX C: KEHOE ANALYSIS OF THE HIGH SCHOOL CURRICULUM................................. 217 xi LIST OF TABLES TABLE 1 BESSEMER AREA S/D MILLAGE ELECTIONS, 1978-1987........................................85 TABLE 2. 1987-88 RESIDENT K-8 STUDENTS AND REGULAR PUBLIC SCHOOL CLASSROOM TEACHERS................ 90 TABLE 3. 1987-88 K-6 CLASS SIZES AT THE WASHINGTON SCHOOL........................... 97 TABLE 4. PERCENT OF 1980-86 4TH GRADE MEAP MATH SCORES IN THE HIGHEST CATEGORY OF ACHIEVEMENT.........101 TABLE 5. PERCENT OF 1980-86 4TH GRADE MEAP READING SCORES IN THE HIGHEST CATEGORY OF ACHIEVEMENT..101 TABLE 6. PERCENT OF 1980-86 7TH GRADE MEAP MATH SCORES IN THE HIGHEST CATEGORY OF ACHIEVEMENT.........102 l TABLE 7. PERCENT OF 1980-86 7TH GRADE MEAP READING SCORES IN THE HIGHEST CATEGORY OF ACHIEVEMENT..102 TABLE 8. PERCENT OF 1980-86 10TH GRADE MEAP MATH SCORES IN THE HIGHEST CATEGORY OF ACHIEVEMENT.........103 TABLE 9. PERCENT OF 1980-86 10TH GRADE MEAP READING SCORES IN THE HIGHEST CATEGORY OF ACHIEVEMENT..103 TABLE 10. ACT PERFORMANCE OUTCOMES....................... 104 TABLE 11. BESSEMER AREA S/D BUS FLEET DATA............... 124 TABLE 12. NUMBER OF ETHNIC ORIGINS OF 1986-87 KINDERGARTEN AND GRADE 12 STUDENTS............. 126 TABLE 13. NUMBER OF 1986-87 KINDERGARTEN AND GRADE 12 STUDENTS WITH INDICATED ETHNIC ANCESTRY........126 TABLE 14. RESEARCHER'S ANALYSIS OF CITIZEN PREFERENCES FOR VARIOUS EDUCATIONAL OPTIONS................ 143 xii CHAPTER Is INTRODUCTION TO THE STUDY The Problem The baby boon following World War II and the subsequent decline in the birth rate have each significantly influenced the schools of America. brought up on growth. al scheme. ... abundance. in Growth permeated the whole education­ We were managing growth in an atmosphere of Then American One superintendent stated, "We were came decline - a condition almost unknown history. carried with it the For many superintendents, decline beginnings of debacle or disaster" (Brodinski, 1961). The decline not the only districts with of student populations in many schools is factor during especially that the has caused problems for school seventies rapidly rising and eighties. energy costs, Inflation, mandated programs and services for handicapped students, tax revolts, court decrees education reports public schools contributed to for desegregation, which are some and various national are critical of the performance of of the other factors that have the difficulties that school districts have faced in recent years. Many rural which have school districts have had local conditions contributed Peninsula of Michigan to their urban family farms are conditions impact the region's areas, and a decline in which have communities had and lations and related problems in from the Upper significant schools. extent, timing, and consequences of declining varied In the Upper the closings of mines and plants, the migration of young people to upon problems. The student popu­ Peninsula have one school district to another, but all commu­ nities have had to deal with these problems to some degree. A major problem that many school wrestle with is reduced state population. During the aid districts have had to due to reduced student 1987-88 school year an in-formula school district in Michigan (see pages 88-89 for information relating to in-formula and out-of-formula school districts), with a 30 mill tax levy and 20 fever students than it had during 1986-87, would receive approximately $56,500 less in state membership aid chan it would have received students been in attendance. The had the 2u costs to the district for the same level of services that year probably Increased due to higher salaries and other vould have inflationary costs. it provided It vould not the previous be possible, under those circumstances, for many small rural districts to maintain the same level of programs and services that they previously provided. In some states the reduction in state revenues that has resulted from declining enrollments has been aggravated by a reduction in the percentage of total educational tures that has been paid by percentage of general the fund state. revenues In expendi­ Michigan the received by all K-12 public school districts in the state has declined from 40.3% in 1976-77 to 27.67% in 1985-86 (Michigan State Board of Education, 1982; 1986). Another problem that many rural school is deteriorating buildings, districts with insufficient face local tax revenues to build new ones and no funds for new construction or renovations assist them. safe. from the state or federal governments to Many of these schools are neither sanitary nor Some are fire traps and most do not meet current code requirements for access by physically Recently the federal handicapped persons. government has recognized the danger from asbestos in many of these schools and is requiring that it be removed or encapsulated. No money has been provided, however, to assist with this costly operation. The problems relating to small student enrollments that school districts century had during the first six decades of this were most often resolved through merger with districts. other By the sixties, however, many of the tiny school districts had disappeared. Some school authorities to question whether merger was, in many cases, the best began way to solve the problems associated with declining enrollments. They also began to question the wisdom of attempting to educate children in isolation from the communities in they lived and to ignore totally which the needs of communities when consolidations and school closures They began to look at other options such as programming at area centers/ employing regional educational agencies, and were being planned. cooperative specialists distance through learning via telephone, computers, and television. School officials and other citizens in many communities have had best long and to deal vay strategies have often heated discussions concerning the with been various school problems. used in attempts to find Some have worked in one situation but not Various solutions. in another. As Powers (1979) states, "Despite all the studies, planning and politicking over the past several years, there has been no discovery of a flawless route to innovative solutions to the problem" (p. 1). p g r p o s e p pf t h e S tu d y School « administrators ------ * S L. i _ 1-------1 « J Jictve U U U D i U C i a U A C affect education intelligent lasting . k MIUWACU^C auuuu in schools, their decisions effects and school board members should on concerning bite v a t i V U P if issues their school district *csw v w* 0 4*k«4> w»««mw they are to make that and will have community. They must have an understanding of the various problems that affect the district's finances, programs, services, facili­ ties, and, what most importantly, its children. alternatives education understand to hov the are available children these of for They must know providing a quality the district and they must educational options interface with local traditions, values, beliefs, social patterns, prefer-* ences, and economics. The purposes the problems the study vere (a) to determine vhat of the school district are, (b) to examine hov traditions, and of values, beliefs, social patterns, preferences, economics interface vith education in this small commu­ nity, and (c) to determine which options for educational program to the students providing an of the district are feasible and of sufficient quality to merit consideration. Included findings within and the various study are a description of the assertions, implications, and recom­ mendations that the researcher believes might the administrators, members of the board citizens of the community as they work the school district's problems. be helpful to of education, and to find solutions to The findings may be gener- alizable to other rural school districts and the study could serve as a model to other educators who intend to conduct similar studies. Research Questions Three major questions are addressed in the study. are (a) What are the school district's problems, (b) Hov do traditions, and They values, beliefs, social patterns, preferences, economics interface vith education in this small commu­ nity and, (c) Which options are cost effective, high quality feasible education for providing a to the students of this school district? addressed. Numerous related questions are also The questions are: 1. What are the school district's problems? a. Are declining enrollments a problem? b. Is there a problem vith the voters of the district not approving village requests? c. Are the financial resources of the district a problem and what are the limiting factors? d. Does the operation of the Catholic elementary school negatively impact upon the financial resources of the district? e. Are the current curriculum, programs, and services adequate to provide a quality education to the district's students? f. Are class sizes a problem? g. Are there students living in the school district who should be enrolled in school but are not? ^ it • AO A b la a «a U1ICA C « a a mm 0m l a ^ mb a ( / A V I / A 6 Ml a a I V* 0m A m *a * 3 M A* a WAU4I O b U U B i t b O # 3 BM PK M B M B 4 M B pm UA PK • B A * v m v 0% £ va. school? i. Is there a problem vith absenteeism? j. Is there a problem vith the students'level of achievement? k. Is inappropriate student behavior a problem? 1. Is there a problem vith the current administrators or teachers not meeting state certification requirements? m. Is it difficult to recruit teachers? 7 n. Are the relationships anon? the various factions of the community and school harmonious? 0. Is there a problem vith insufficient parent and citizen involvement in the affairs of the school? p. Is there a problem vith the health, safety, and/or adequacy of the school buildings and grounds? q. 2. Is the condition of the bus fleet a problem? Hov do traditions, values, beliefs, social patterns, preferences, and economics interface vith education in this small community? a. What is the history of the community and its schools? b. What is the ethnic composition of the community today? c. Do the residents have a strong sense of community? d. Hov did the residents react to former school closings and to the annexation of the tovnship schools to the city schools? e. Hov does the economic condition of the region impact the school district? f. Are all of the essential features and services of a complete social and economic community provided? g. What do the residents believe vould happen to their community if they lost their high school? h. What value do residents of the district place upon the education that students are receiving? 1. Are the residents of the school district satisfied vith the current educational programs and services that are provided? j. Hov important are high school athletics to the school and coanunity? k. What are the attitudes in the coamunity tovard instituting changes in the educational delivery systea? 1. Do the aeabers of the board of education represent the traditions, values, beliefs, social patterns, preferences, economic status, and religious and ethnic diversity of the citizens they serve? Which options for providing an educational prograa to the youth of the school district are feasible and of sufficient quality to aerit consideration? a. Would the use of various technologies and other alternative methods of delivering the curriculum make it possible to enrich the current curriculum and/or to replace portions ot the delivery systea to make it more cost effective? b. Is maintaining the status quo a feasible option? c. Is providing an educational program in a nev K-12 school, vithout merger, a feasible option? d. Is providing an educational prograa in renovated schools a feasible option? e. Is a three-vay merger of the Bessemer, Ironvood, and Wakefield school districts a feasible option? f. Is a merger betveen the Bessemer and Ironvood school districts a feasible option? g. Is a merger between the Bessemer and Wakefield school districts a feasible option? h. Would it be feasible to have the high school students attend the Ironvood and/or Wakefield schools on a tuition basis while continuing to operate an elementary/junior high school program? Methodology Ethnographic research. methodology manner traditions, preferences, and tion, included ness and a in conducting the because the focus of which education interfaces beliefs, social economics of the community many problems. in values, questions district and the options that these used This methodology was chosen the study was on the vith the was about the the community patterns, and, in addi­ problems of the has to solve Ethnographic methodology provided a rich­ variety of information that was needed for a study of this magnitude and complexity. M p U fltlflML The researcher is aware, though he believes that he was able to conduct his manner, that it was not from emotional when the Bessemer study in most part in an objective possible to divorce himself totally involvement in the issues. For example, Education Association publicly chastised 10 the board of education for alleged incompetence, it vaa very difficult for Banner. him not to view this assault in a personal For soae time he did not feel totally at ease vith sone members of the teaching staff and he is certain that at least soae of thea also felt uncoafortable in Being tor his presence. a aeaber of the board of education and an administra­ vith the regional educational agency have limited his ability to receive may, therefore, completely accurate information froa soae school employees. Likewise, may being a long time resident of the district have provided the researcher vith soae information that he vould not have learned if he were a relative stranger but it also may have to gather dislike other had a deleterious effect upon his ability accurate or distrust information. Soae residents nay him for various reasons and may there­ fore have given him inaccurate information. Others aay have told the researcher vhat they thought he wanted to hear. Whenever iapossible a study of this magnitude is undertaken it is to learn the views of all persons at the site or even to sample all of the subgroups in the community. may, therefore, be points of view about the There issues studied which are not included in the sample. Cusick (1983) wrote, "There is a generalizability to be had from these the promise of one-of-a-kind studies, but it rests not on proposition-like lavs, but on the general sociological assumption that since behavior is bound up vith structure, then behavior that occurs in a particular setting 11 may also able, occur in a similar setting” (p. 134). therefore, It is prob­ that the findings of this research can be generalized to a limited degree to other communities other school districts. This must be done, and to however, with the knowledge that countless variables among communities and school districts will make comparisons difficult. er will need to determine, each situation, to based The read­ upon the circumstances of what degree the findings in this study may generalize to that situation. Declining enrollments and other factors, such as rapid­ ly rising energy costs, mandated deteriorating physical programs and services, and plants have created severe problems for many school districts in the nation during the 1970s and 1980s. Local and regional circumstances have added to the problems of many school districts. Small in-formula school districts in Michigan are nega­ tively share affected by declining enrollments because the major of their state aid is dependent upon students merger as enrolled. the the number of Many school authorities no longer view only or, in some cases, the best solution to the problems that rural schools with declining enrollments and other problems face. (a) The researcher's purposes in the study were to examine the problems that the school district has, (b) how 12 traditions, and values, economics beliefs, social patterns, preferences, interface with education in this small coaaunity, and (c) the educational options that are feasible in this school district. also presented. Numerous related questions were Ethnographic research methodology was used to find responses to the questions. The researcher indicated several limitations to the study, including the fact that his career has associated him vith the site and that he served as a member of the board of education during the study, thus possibly affecting his ability to get accurate Information from all of his sources. He also recommended that readers be cautious in generalizing the findings to other sites because of the countless vari­ ables that are present in a study of this magnitude. CHAPTER II: REVIEW OF LITERATURE IntEQflqg. 'U.Qn A computer-assisted numerous articles that search of the literature produced were relevant to the study. Other articles were located via a manual search by the researcher. (a) The review of literature that was conducted focused on the problems that many schools in rural have, (b) how traditions,values, beliefs, communities social patterns, preferences, and economics interface with education in rural communities, and (c) which educational delivery options are feasible in rural school districts. with a merge separate focus on each area. with one another. The review is presented The areas do, however, There is, therefore, considerable overlapping in the review. Rural School Problems There face. is multitude of problems that rural schools Many of them are the result of declining enrollments. Other problems of rural school, a identified by Sher (1978) include the number school-age children who are not the high rates of absenteeism, 13 enrolled in any the need for highly competent teachers and education programs need for administrators, the lack of special and other specialized services, and the capital and operating funds. several small rural school districts Superintendents from in Colorado identified the lack of adequate finances, difficulty in the recruitment of teachers, and the relations between school and community as problems (Muse, Barker and Smith, 1983). Inadequate and inequitable school funding mechanisms continue to create problems for many rural schools. Jess (1981a) stated: What ve are finding is that many school finance reforms failed to address the specific needs of rural and small schools because legislatures have tried to develop simplistic answers to the complex problems of school finance. Finance laws, if they are to meet the needs of both rural and urban communities, must be flexible enough to allow communities to develop and support educational programs that are best suited to their local cir­ cumstances. Until the problems associated with school finance are corrected, the quest for better schools will be severely limited, (p. 12) The achievement of students in rural schools has tradi­ tionally been lover than in larger schools. Edington (1979) wrote that rural academic achieve­ ment has begun to reach the national towns and in suburban average recently, as have rural teachers' qualifications and salaries. however, that students contain 10 percent from extremely of the He stated small schools, vhich population, perform at a level significantly below the national average in most subjects. 15 Having quality rural voters program approve can be districts. may be greater. more neity and a problem In rural taxes to in urban, support a suburban, or areas, however, these problems DeFoe (1981) stated that values tend to be traditional rural areas. adequate and change She wrote, isolation. tends to come more slowly in "Existing constraints are homoge­ In the homogenous community there is less disagreement over values, and therefore, less conflict, unless a question of economic consequence arises. enrollment the Declining in the school is such an issue because it forces question of raising local school taxes to support the school" (p. 8). Stephens (1987) indicates that one of ening problems for rural schools number of parents parents and who have is the most threat­ the children reduction in school in the because other relatives have traditionally been one of the most important support groups for education. He writes, "with school-age fewer children parents present solutions to the to and relatives aid in the determination of options, pressures facing of rural rural school districts will be harder to find" (pp. 25-26). Edington (1979) reported to rural education has been that a major problem relating a lack of policy which has recognized that there are vastly different needs with educating people in rural areas. people with the education power to associated He stated that, "Most make policy decisions concerning at the federal level and, a great many times, at 16 the state level rather than policy in have a major interest in urban and suburban rural problems” (p. 3). He wrote that the the United States is one of attempting to fit all school systems into one mold. Hot only does he believe that there are great differences among urban, suburban, and rural areas but must that any policy take into account in rural America the vast differences in people from different rural areas. federal for education He stated that a weakness at the level is that the various agencies, which have been concerned areas, with have been looking looking at the economic developing educational policy at education needs of total rural for by itself rural without communities, including and rural development. He argued that rural commu­ nities, rural society, the supporting agencies for education and, in fact, the total society must be taken into account. Guthrie and Skene (1974) state that there is a definite shift in the locus of power away from local school district 1 _ a _ J ,. 1. 4 uuaiub Ui. c u u u a u J.un • number of factors, m u —- - m e / -.4 .4 . — X J auunuutcu 4 .U I M tiuo t £4. aiuit J- uu — a including rulings by courts which have required greater equity in funding schools, thereby increas­ ing the involvement of states policy. to this from shift include increased the governors' increased establishing educational Other factors which they indicated have contributed solidation, increases in urbanization, school district con­ politicization influence of that is exercised education, which upon education offices, legislatures and from Washington, control of education by professional educators, 17 and the growth of political power by teachers. Sher (1978) indicated regulation rural and local control must become more eguitable if schools federal are to assistance mandates and that the balance between outside improve. to rural regulations He wrote that state and schools has been scarce while have been abundant and heavy handed, leading to a loss of local control. How Education in Rural Communities Interfaces With Traditions. Values. Beliefs. Social Patterns. Preferences, and Economics There have been changes in the social and cultural pat­ terns in small towns and rural areas which have come about because of communications influence of suburban television. relationship j. t _ ._ i— in middle In spite of unique net> media, s wiixuu i.t. cucy class those life changes which is seen on there remains a between rural schools and the communi- _ ..i -i. caiol Peshkin (1978), especially because of the / — r*— - ii/cruc, in a i a i\ u o x /• comprehensive study of a rural community and school in Illinois, stated that the experience of growing up in a small, cohesive community is felt deeply, for better or worse. common interests and Within a given area the loyalties not because same language, race, or religion, but shared outlook, purposes. He history, wrote, people they have the because they occupations, share have institutions, a and "Rural areas are considered outposts of traditional American values, places that hold fast to the 18 old virtues of God, country, and self-reliance" (p. 29). Peshkin stated that those who felt small tovns and their schools live a their good life school there. belongs had positively a conviction that people He wrote, "The residents believe to them and that the well-being of their community is tied to their school" (p.194). "Many move-aways affection for and stay-at-homes Mansfield about alike He added, retain abundant and small-town life, looking back fondly on their high school days, unaware that they had been deprived of notable opportunities of any sort" (p. 199). Peshkin acknowledged that small communities who do not there are some share that is felt by most residents. the people in sense of community Another major weakness that he identified in Mansfield was that the community inculcated its youth with some social values, such as antiblack senti­ ment, that conflicts with national ideals, school, though and that the it had no policy which supported this senti­ ment, was a forum for its expression and its reinforcement by peers. Peshkin also indicated that Mansfielders may admit that there would be advantages to a county-wide consolidated high school system but that they would not agree to consolidation because "When the sense of asked about the purposes of schooling, Mansfielders focus on what is best loss for would be so great. their children. He wrote, When asked, to the contrary, about consolidation, they focus not on what is best for their children, but on what is good for their 19 community and acceptable for their children" (p. 202). Yet, in spite of the deficiencies nized in the community and preferable, as small that Peshkin recog­ its school, he wrote, "is it not school districts struggle to solve financial problems and to meet academic standards, that they be imaginatively rather than assisted disappear to overcome their deficiencies as the price of those deficiencies" (p. 208). Sher (1978) between the the key linkages stated that community attributes of rural education. between interdependence He argued that the school and community must be expanded and is to be productive. to active and school in rural areas is one of strengthened in any reform seeks the circumvent capabilities, rather legislation, if such legislation He wrote, "Any reform strategy which local traditions, values, beliefs and than building upon them, is bound to fail" (p.l). Kay major (1 9 6 2 ) wrote that considerations for consolidation; economic Lraul tiuiially there have been evaluating efficiency stated that a third factor, the has on and effects school size. He that consolidation should be considered when consolidation is being discussed. He wrote, of communities proposals for school served by the schools, "Many the uVG those who favor consolidation of public schools have traditionally been in positions of power and influence and have dominated debate on this issue. relied on a narrow range They have often of grounds to make their case. 20 Their tendency has been to focus exclusively on the schools, as if they are entities separate from the communities which they serve" (p. 8). Kay suggested people learn that before there is a tendency to forget that they go school, and outside of school. to school, after they leave He maintained that education cannot be analyzed, understood, from the cultural schooling is context and changed in which it intimately woven into in isolation functions and that the fabric of society. He therefore felt that making the connection between schools and the communities they serve is Hobbs (1981b) indicated that fashionable the demise and probable He wrote that documented instead, significant vices stated ities most no longer of increases however, places, they in the the remarkable acknowledge, as fifteen years ago it was for social scientists and journalists to gloom­ ily describe and crucial. death of small towns. 1970's, social scientists persistence of small communities in rural population. He did that though many towns have survived have not survived functionally because have all of the essential features and ser­ a complete social that in spite of those deficiencies, rural commun­ have He because residents express a preference for small town life. He cited surveys showed including small residence for towns as places economic community. to live and polls, survived and those by Harris and Gallup, which and rural areas as the first choice of Americans. He stated that schools are an 21 important source of pride and identity in those communities. Skenes and districts who Carlyle (1979) wrote, "To people in small wish to keep their schools, consolidation seems short-sighted and unrealistic because it does not take into account community desires and rights to programs calls self-determination, already provided needs, and in the loneliness good district educational some small schools. for consolidation take into account poverlessness, local and the rootlessness Nor do sense which of people often experience when thrown into larger social systems over which they feel they have no control11 (p. 45). Bussard (1981) stated have children in school feel that the high school is impor­ tant to the community. She wrote be the location of varied largest that III that even residents who do not and most about i- 1. U liC I» U iU that the high school may community events and is often the prominent building in town. She stated 73 percent of all K-12 or 1-12 school districts J UCU 1---------- D l d t c o I -1 - GULG U I — U i U ^ l i _ M V. _ _ 1 D U U U U 1 j U X O V 1A V W O a u u that they are, more than other districts, the focal point of school tradition and community pride. She wrote, "It is often the reference point for an overall sense of well-being about the community" (p.9). consortium of single volved, high the parents of high a high quality She indicated schools with that, in the which she was in­ school students also felt that high school is important for maintaining the prestige of the community, for maintaining property values, and for attracting new residents. 22 Many authorities believe that one of the most effective vays to improve actively in any the life making process. tion of school of Wilson exemplary the is to involve the community school and in the decision and Rossman (1986), in an examina­ schools, found that the today are open to their communities. best schools They actively recruit­ ed the human resources of their communities, used parents as promoters, communicators, and decision makers in aggressive public relations campaigns, had staff members who were adept at attracting financial resources from the community and who invited themselves and, finally, and those their students into the community, exemplary schools used a variety of methods to build an identity, which led to school spirit and community pride exemplary and schools recipe for support. that success they The authors wrote that the examined followed no single but, "Rather, they have mixed a complex set of histories and traditions that link the school and its surroundings into a culture or caring. in have built support and good will for the expanded the learning so doing, they school, as well as opportunities for the school's most important constituents: the students" (p. 711). Powers (1979) reluctant to dominated committees serve. accept indicated changes in the public is now very developed by professionally isolation from the community they He stated, "The message tional policy that is clear: changes in educa­ cannot be made without reference to community objectives and values (p.13). He acknowledged that schools 23 are complex organizations which do require professionally trained experts but indicated that when declining enrollment appears, school officials have too often followed tradition­ al decision any real boards making practices and excluded the public from involvement in the process. and addressing administrators these education, they He wrote, "If school- engage the entire realities and reexamining community in the goals of might well advance toward creating a system which responds not only to present constraints of money and population, but also to the needs and goals of their various constituencies - students, parents, teachers and others in the community” (p. 18). Wachtel (1979) stated that it is not declining surprising, when enrollment and reduced finances force communities and their schools to make cutbacks in valued areas of educa­ tion, that citizens want to take priorities which M d iu lciin eu , i.ed ii< JC d leu to participate in determine Oi the involved as members part in developing choices c l iitiin d tteu . about S tic what a u V 'io c u will the be c itiz e n s decision making process by becoming of councils, special task forces, inde­ pendent districtvide groups, or independent neighborhood groups. She suggested that the committee or group represent the entire community, or that as a minimum, every segment of the community be surveyed. for a group to solving problems. start She stated that it is important by exploring all alternatives for 24 Options For Dealing With PJLQMem ..ln .Rupal School Districts. The traditional method for dealing with many serious problems in rural schools has been through the consolidation of two or more school districts. a high school with class could less than not offer a Conant (1959) stated that 100 students in a graduating comprehensive program. Therefore, I he maintained that the number of small high schools must be drastically reduced through reorganization. He presented arguments for consolidation much as most people in positions of authority had done this century. has slowed, through In recent but once enrollments, the first years the again, six decades of rate of school mergers due to the decline in school proposals for consolidation in many areas have sparked heated discussion among its advocates and opponents. There are many authorities today who continue to recom^ 1 « J -» IU C IIU educational (1973) i 4~U _ a o options to reported that decreasing at an suggested lines iV i. 4 A U ip A . W V * <4*^ Mullins school districts nationwide have been astounding rate and he predicted the trend would end of the century when the number level that there to determine who proponents U lC U l l V U students in small schools. would continue until the of districts J U tIC off at are no approximately 5000. He hard and fast rules or guide­ should consolidate, but stated that of consolidation feel that anything more than 5000 districts means inefficiency and second-rate schooling. 25 Truesdell districts, (1972), in a found that study of population small trends, Iowa school curriculum and staffing demands, and new methods of financing eduaation had placed small position. Iova schools in He wrote that the an increasingly data in his precarious study suggested that the interests of small schools would be best served if, through reorganization, they could become part of a district with at least 1200 students. to 2000 students and curricular He said, "Districts with 1200 seem to be able to meet realistic staffing offering standards, and at a reasonable per pupil cost" (p. 31). A report indicated which that most ranged believe on New small school districts superintendents from those districts, in size from 262 to 60 students, did not that the districts were providing adequate, compre­ hensive programs. be encouraged dueqiidle, to Mexico's very The study recommended that consolidation when a district uuupieimimive consolidation could no longer provide an ptugrdiii, diiu Lhdl d e c i s i o n s be made while viable choices relating remained, rather than after it becomes imperative (Swift, 1982). Bruss years and Bryan (1983) wrote the consolidation creased curriculum opportunities with of school lines authorize other cooperative systems has greatly in­ offerings and, consequently, educational for students. neighboring that during the past 30 school those They districts recommended that located districts to use educational across states state consolidation and arrangements to enhance the 26 education of students in those communities. Others support consolidation because they view it as an opportunity for revitalizing stagnant systems, some because they believe that it provides continuity of curriculum and equity in funding, and still others support it because they see it as an through opportunity to improve education efficiently specialization (Hobbs, 1981a; Mullins, 1973; Virgin and Kinzinger, 1980). Some authorities support the recommended sizes Truesdell (1972) recommendation and that the consolidation but feel that of school districts are not feasible. indicated that of 3500 students recommendation the Great Plains as optimum is that all school Study unrealistic districts be located in a town of at least 2500 people is not possible in many Iova counties. vho are planning He did state, nevertheless, that those reorganization should attempt to make a growing community the center of the expanded district. fc/WAMW bigger of V ^ / ^ V t « W 4 l is not urban 4* a W W W W alvays districts, W W A 4 W better. the 4 *>5a4*4 r>v* h.* W h a *t rW e 4 I r * a f flrl f h a f■■ They have citedthe problems costs of unstoppable demands for more services in larger consolidated districts, transporta­ tion problems and the domination of the entire consolidated district by one part of it, tent feuds which often results in persis­ between town and country or city and village, as reasons why districts should not merge (Mullins, 1973). Sher (1978) stated and beneficial that consolidation in some rural has been useful communities but that most of 27 the grossly inadequate rural schools have been closed. in the United States He indicated that consolidation occurred in thousands of communities in which such drastic reform vas neither appropriate nor necessary. He wrote that many rural school reformers have linked needed substantive improvements in rural education with their own agendas for rural struc­ tural reform, which most often has been school consolidation or some that other desired structural treated organizational structure. reforms and as separate and substantive distinct He argued reforms must be issues, each of which is important in its own right. Some students rural which were not (1978) wrote widely praised cities and variety that suburbs Cjx u u p i n q 9 have used recognized progressive using the streaming have there is of practices C£05S~d^c dents, schools great earned in Sher irony in the fact that schools in the plaudits by individualized otuucnto teaching for their worth. and innovative such as uluct methods t c a C n l ii€| community as a learning adopting a instruction, yOUPivfcI resource, 5tu~ main- handicapped children, and emphasizing the basics, when for many decades, rural schools have been advised by policy makers and academics to eliminate these practices. The challenge of offering a broad and varied curriculum is one of the most frequent concerns that small high schools have (Barker and Logan, methods 1985). There have been numerous used in attempts to provide educational excellence. Other methods, in addition to consolidation, include sharing 28 of personnel and equipment, communication puter assisted instruction correspondence courses, teachers, academic special, and 1985, academic Beck and and television. com­ Others include video-taped instruction, traveling contracting, transmitted technology, electronic resources, blackboards, and regional satellite vocational, education centers (Barker and Logan, Kimmel, 1981; Farley, 1981; Hobbs, 1981a; Muse, Barker, and Smith, 1983). Hobbs (1981a) suggested that another problems that rural districts face way would to ease the be for teacher training institutions to provide training programs for rural educators which are aimed at producing qualified generalists rather than specialists, much as has been done in medicine through the use of the family practice physicians. An Exemplary Small Rural School It is recognized that some inadequate and would in great rural schools are extremely need of assistance while others be considered excellent by nearly any standard (Sher, 1978). A school options that are district that available has adopted many of the for dealing with rural school problems is the CAL Community School District in district has earned an excellent reputation Jess (1981b) suggested that the CAL District was due residents value The in the process. outstanding success of the to the positive parent and community involvement in the schooling the Iowa. the process. He believes advantages of their that small-scale 29 educational program educational, students view recreational, and educational and community. the and "They school as a center for social activities for believe that a student's needs are best served when a close and coopera­ tive relationship exists betveen the home and school. feel that the this partnership is best They nourished in a local community setting" (p. 285). Courses that were offered in the CAL School District, in addition to regular elementary and middle school academic programs, included a learning disabilities resource program, a gifted/talented local history program, exploratory Spanish, classes in and the value of rural living, participation in a Reading is Fundamental program, and seventh and eighth grade exploratory courses in home arts. High school students were demic and vocational courses. studies economics and industrial offered 70 different aca­ Mini-courses and independent were available to students when a particular course was not scheduled. A contractual arrangement with a larger neighboring district provided instruction to severely handi­ capped students, a cooperative foreign language program with four other small schools in the area provided instruction for four years in two different languages, the district par­ ticipated in an area-wide computer-assisted program, recorders were video Artists-in-the-Schools used, a instructional state-subsidized program brought professional artists into the school, and a variety of extracurricular activities was provided. The district also operated a pre-kindergarten 30 program which was attended by ninety percent of the eligible three and four year old children. Jess reported that twenty-four citizens volunteered as aides in the district were used to plan, variety of and that various advisory committees evaluate, and make recommendations for a programs. In addition, representatives from various groups served on a school policy advisory committee, the school mailed a newsletter each month to every household in the district, and the school assessed community attitudes toward the school on a periodic basis. The authors which was of an article on the CAL Community School, included in the April, 1979, issue of PHI DELTA KAPPAN, characterized the school as small, rural, and good. The authors stated that this school stood embarrassment to those who say a good school Sher rural (Jess, schools have 1981b). the capacity small as a rebuke and school can't be a (1978) wrote that most to become excellent and effective community institutions; that it requires combination of only the local initiative, external assistance, crea­ tivity, and the will to provide children in rural areas with the best education possible. flnpyary The review of literature included a reading of and studies articles about (a) the problems that many rural schools have, (b) how traditions, values, beliefs, social patterns, preferences, and economics interface with education in rural 31 communities, and (c) various educational options that are £easible in rural school districts. The rural school problems that were identified in the literature included declining enrollments, some children not being enrolled in school, absenteeism, a competent teachers and administrators, special and other education need and for the highly lack specialized services. of Other problems included the lack of adequate capital and operating funds, difficulty with teacher recruitment, between schools being below and communities, national norms. there is a lack of policy in rural areas and that power away and relations student achievement Other authors indicated that associated there poor is a with educating people shift in the locus of from the local level to the state and national levels. Various issues were presented concerning the ship between rural schools and The duthurS de scribed the communities they serve. Lhe r e l a t i o ns hi p in iuduy ways, ing the belief that the bonds are strong indicated that with institutions, there are these relationships. various conflicts prejudices with our inc lu d­ because of intense loyalties, shared outlooks, and common purposes, occupations, relation­ and history. interests, Several authors also negative factors associated For example, the inculcation of in some rural schools and communities national ideals.Also the good of the community sometimes takes precedence over a good education for the students who live there. 32 Kuaerous authorities continue to advocate consolidation as the best and most education cost of students effective in rural way to coaaunities. iaprove the Others argue that the negative results froa school aergers often outveigh the positive for use their aent by factors. rural prograas vith school Other options that were identified districts to iaprove or aaintain include the sharing of personnel and equip- other districts, using coaaunication technology, utilizing coaputer assisted instruction, television, corres­ pondence courses, contracting, video-taped Instruction, traveling teachers, electronic blackboards, satellite trans­ a c t e d acadeaic resources, and regional vocational, special, and acadeaic education centers. CHAPTER III: METHODOLOGY tntrodM c U afl A school and the community isolation from each other. each other, to other It serves do not exist in They are inextricably bonded to smaller and larger groups of people vith common ties and interests, and to their pasts. Schatz- man and Strauss (1973) state: The field researcher understands that his field whatever its substance - is continuous vith other fields and bound up vith them in various ways: Institutions necessarily reach out towards other institutions and are penetrated or overlapped by them; social movements are often barely distin­ guishable from the whole cloth they would attempt to re-veave. From the perspective of social nwAnmem 4n « f 4 f n f I mv\A « r\r* 1 m l « Haw* no absolute spatial boundaries and no absolute begin­ nings or ends. Their parameters and properties are conceptual discoveries, and then, only for theoretical and practical working purposes, are they assigned boundaries, (p. 2) Many of the questions in the relationship serves, patterns, including between its the the school the preferences, and economics. context and the community it traditions, values, beliefs, social questions could be best learned by in study are concerned vith of the school, 33 The answers to these conducting the community, the research and their 34 history. Ethnographic research provided the means by which the study could be conducted. Cr.U b r U . t pc. E-thnpqraphlc. a.t.ufly The by a criteria for good ethnographic study are presented number of authorities. gest that, researcher issues in addition Bogdan and Blklen (1982) sug­ to considerations of access, the should consider whether the study is relevant to that are of importance to education or to society as a whole. It is recommended that ethnographic research be done in a natural setting, situation, and little possible and as Biklen, 1982). because in contrast to a controlled laboratory that 1982; the natural setting be disturbed as while data are being collected (Bogdan Kimball and Partridge, 1979; Spindler, Conducting a study in a natural setting is important qualitative researchers assume that human is significantly influenced behavior by the environment in which it occurs (Bogdan and Biklen, 1982). Ethnographic research, in addition to being conducted in a natural setting, is also preferably done in the context of the community in which the site is located, rather than in a small site in its community Biklen, 1982; Strauss, 1973). isolation. have Kimball an This is because the site and impact upon each other (Bogdan and and Partridge, 1979; Schatzaan and 35 Bogdan and is the Biklen (1982) indicate that the researcher key instrument in the collection o£ data and that data are recorded primarily state in a descriptive manner through vords and pictures. Several researcher ethnographic must occurring be cognizant They understand the also meaning activities make about ing in that the the processes which are suggest that the observer attempt to that their people at the site attach to and to search for the hidden meaning in things that they say and do. matters of Indicate in the setting being observed, in addition to the outcomes. various authorities lives The and assumptions that people their perspectives on various can have important implications for vhat is happen­ the Partridge, site (Bogdan and Biklen, 1982; Kimball and 1979). The data for ethnographic studies are collected through participant observation, review of records. informants, interviewing, and the The data iioi these sources are compared to determine the validity of working hypotheses Biklen, 1982; Gordon, 1980; (Bogdan and Kimball and Partridge, 1979; Schatzman and Strauss, 1973). Many ethnographic authorities do not limit tion of data to the aforementioned methods. the collec­ Schatzman and Strauss (1973) indicate that a field researcher is a method­ ological pragmatist time, as a designed for getting system who sees any method of inquiry, at any of strategies answers to and operations that are questions which interest 36 him. Likewise, Spindler and Spindler ethnographers may (1982) believe that profitably draw from an interdisciplinary corpus of concepts and research techniques. Schatzman and Strauss (1973) suggest that the research­ er pay great attention to negotiating entry to his site and that entry he recognize that is a continuous process of establishing and developing relationships. "entering cess relatively They state that, complex human organizations is a pro­ in which he will be engaged long after 'permission' to enter has been granted" (p.23). This view is supported by Kimball and Partridge (1979). The Rgfiearchey The researcher teacher, counselor, During a conducted major has spent 29 years in education as a school psychologist, and administrator. portion of the period that the study was he was employed by the Guyeuic-GiiuOiiagOu Interme­ diate School District as the director He also served as a member of the of special education. Bessemer Area School District Board of Education, including his final year as the president of tive the He resigned from the board effec­ June 30, 1987 and assumed the superintendency Gogebic-Ontonagon 1987. board. Intermediate School of the District on July 1, 37 The .Site The study was conducted in the Bessemer Area School District, which is located in Gogebic County at the west end of the Upper Peninsula of Michigan. the city Township. of The district includes Besseaer and all but six sections of Besseaer Detailed information about the district is pro­ vided in chapters IV and V. The site was selected because the school district has developed nuaerous problems over a long period of tine. The board of education and the community became acutely aware of potentially greater problems during the 1985-86 school year. Citizens became involved in discussion and debate concern­ ing which educational options would and community. best serve the students It was a site well suited for the purposes of the study. PrPCfltillElSg. Negotiations to Bntec the Site Schatzman searcher become and Strauss familiar (1973) with recommend that the re­ the site to determine its suitability and feasibility, and to gather information about the place (p. 19). and people in preparation for negotiating The writer was familiar entry with the site due to his residence in the community and due to his involvement as educator and as a member of the board of an education in the 36 district. He had learned much Informal systems that about both the formal and existed in the schools and community prior to his decision to conduct his dissertation research there. The writer did not need formal approval for much of his research. He was free to watch, listen, and talk to people on the streets, mission. games, at bars, or in cafes without anyone's per­ He also was free to attend basketball and football advisory committee meetings, school board meetings, and other public meetings and gatherings. It was necessary, however, not required, for the writer though formal approval was to gain and maintain the trust of people in the community that he interviewed or with he visited. would Without trust the true feelings of many people not have been expressed openly, thereby affecting the validity for whoa of the study. it was necessary entry with each person that he dealt with on an individual basis. A major negotiating point was to him to negotiate In that respect, assure people that the comments they made in private situations would remain confidential. It was not the intention of the writer to do the portion of his research within The views of administrators, and students were, the Bessemer major Area schools. teachers, other staff members, however, important to the study. It was convenient to watch, listen and learn from and about them in the schools. was necessary. Access to school The researcher records and documents also discussed his proposal with 39 the superintendent their support. and high school principal and received Permission to conduct a portion of the study in the Bessemer Area schools vas then requested and received from the Board of Education. Data Collection At the Site The researcher through January, occasions collected 1988. He to meet with and other employees. data from visited the December, 1985 schools on many students, teachers, administrators, He vent to a variety of community and school activities, including football and basketball games, school board various meetings, other community participant-observer informally advisory to people and at committee functions as a these throughout the school district. pure to meetings, and collect data as a observer. He talked functions and elsevhere Fieidnotes were taken dur­ ing or immediately following these contacts. Interviews with school employees, school board members, members and a of the sampling conducted. school district ad hoc advisory committee, of other most of the community were The interviews were loosely structured to allow individuals an opportunity were segments important to to discuss those them. The matters which interviews generally started with and opportunity for the interviewee to ask questions or an a brief explanation of the researcher's study 40 make comments ask an open should Other about the study. be ended done with questions strongly question the The researcher such would then as, 'What do you think school situation in Bessemer?' followed which attempted to determine how the interviewee felt about an issue. For example, if a person stated that a merger neighboring school districts seemed to make the most sense the researcher would with one or both of ask a question favor a merger if the Bessemer such as, the 'Would you Schools had sufficient funds to maintain a quality curriculum?' If a person stated that he wished to maintain the high school in Bessemer, he would be asked a question such as, 'Which courses or extracurricu­ lar programs a merger?' would have to be cut before you would agree to Notes were taken of all interviews during the course of the study. Several informants in the community were asked to pro­ vide information concerning what other people said about the issues. Persons educators and is socially not who served as informants included several a woman who works in a local active in the community. asked to divulge business and The informants the names of persons who made were state­ ments about pertinent issues. An extensive search of historical information about the school and community was made. collected from a Historical information number of books about the area, and from newspapers, school records, and a tabloid titled, Michigan Centennial was Souvenir Edition: 1884-1984." "Bessemer Considerable information community survey conducted by the September, 1985. of the meetings also acquired from a to educational options that vas Besseaer Area School District during Other data were retrieved from the minutes of the board of education, from the report community documents, relating vas advisory such committee, from various of school as curriculum guides and standardized test records, and from various other school studies and reports. Data -VcE U lcflUon Three methods of data collection were used in most part by the researcher. These were participant observation, interviewing, and the review of many documents, reports, and records. Additional information vas received from several informants. Gordon (1980) collection be recommends that multiple methods of data used whenever possible validity of data. to cross-check the He refers to this multiple method collec­ tion of information as triangulation. He writes, Often the nature of the problem under investiga­ tion demands a multimethod approach because the various methods give totally different kinds of information that can supplement each other, be­ cause we do not know how to interpret some of the information unless we can couple it with other information, or because we need a cross-check to verify the validity of our observations. . . . Community studies must triangulate information from public records, personal documents, newspa­ pers, direct interviews with the focal persons, 42 interviews with others about the focal persons, participant-observation, and pure observation merely to obtain the many types of information needed to cover the complex phenomenon we call a community." (p. 12) The researcher establish used this triangulation methodology to the validity of the information he vas collecting through various means. Pat a .Analyg-ls. The procedures research (1982) data vere that used for are with researcher in his study. 1. the analysis of recommended by Bogden and some minor modifications Biklen by the These procedures included: Collecting data from a vide range of sources vide range of subjects during the early stages and then forcing himself to review focus of the study. began his ethnographic data the of the study data and narrow the The researcher, for example, initially collection modeled somewhat upon Peshkin's (1978) broad study of a rural school district in However, after reviewing his initial data narrowed focus of his and a he Illinois. the study, reducing specifically the portion that related directly to the students in the district. 2. Forcing himself to make decisions concerning the type of study that he wanted to accomplish. decided example, in this phase that he needed of the The researcher analysis of his data, for answers to numerous questions that 43 would not require Questions that relate to the condition of the school build­ ings and the district's finances are iaportant to the study but they niques. typical ethnographic inquiry techniques. could be answered through siaple collection tech­ Other questions that are iaportant to the study could not be answered through data collection at the site at all. It is iaportant, for exaaple, to know what educational alternatives, such as interactive could be used by the district. able through the television instruction, This inforaation was researcher's training avail­ and experience in education and through the review of literature. 3. Developing analytic questions researcher reforaulate his work. nunerous analytic questions The which helped the researcher developed (as listed on pages 5-8) which helped hia organize his study as he collected data and began his analysis and writing. 4. Focusing the collection of new data based upon what he had learned froa previous data collection. Once the researcher had foraulated soae initial analytic questions he vas able, for exaaple, to get needed data by asking specific questions in foraal or inforaal interviews. This new Infor­ aation, in turn, assisted in further analysis. 5. they were Writing aany observer's coaaents generated. about ideas as Several aonths after the researcher had begun collecting data he was told by a resident of the district that she favors a three-way aerger of the Besseaer, Ironvood, and Wakefield school districts because it would 44 provide students vlth a better curriculum. After further discussion she then indicated that her real first choice vas to keep the high school in Bessemer if an adequate lum could be provided. similar comments. Several other citizens had made The researcher made the following comment "I sensed that ________ is torn between in his field notes: the curricu­ educational alternative she intellectually feels best serve feelings the students in the district and her gut-level about the issue. sion that her would internal I'm beginning to get an impres­ conflict is representative of many people in the community.” 6. Trying perceptive and out ideas and themes articulate. The educators employed on people who are researcher by found that several of the the district and several of the members of the community advisory committee were able to discuss many of the issues in a very perceptive and articulate manner. Their observations helped the researcher formulate his study. 7. Exploring the literature while he was the study. late many The researcher found of his questions conducting that he was able to formu­ by reading in the literature about the crucial issues with which he is concerned. also able to compare his He was perspectives and findings with those of other researchers and authors. 8. The early Playing researcher, struggle with metaphors, analogies, and concepts. for among example, sees an analogy between the the workers and the owners of the 45 mines and logging operations on the Gogebic Range current struggle between the in-formula and school districts for a and the out-o£-£ormula share o£ the state's resources for public elementary and secondary education. 9. Developing coding categories of the data been collected. The researcher developed a that have coding system for his field notes and interviews that categorized the data according the to whether district, the respondents were lay citizens of members of the community advisory committee, teachers, members of the board of administrative staff, members education, members of the of the students. The categories of researcher vas able to use them support staff, or data were further coded to differentiate 27 information. By categorizing the data to develop new the analytic questions, confirm or disconfirm previous hypotheses, and to decide if additional data were needed. 10. Writing his dissertation the dissertation and discussing it with advisor. This forced the researcher to analyze and reanalyze the ideas, themes, and hypotheses that he vas formulating. Summary The researcher used ethnographic research techniques to conduct his various study. authorities These and field methods are described by include such recommendations as doing the study in the context of the community in which the 46 site exists, being cognizant of the hidden meanings in what people say and observation, do, and collecting data through participant interviewing, and reviewing records, reports, and previous studies. The researcher is an educator employed by the regional educational agency that serves the school the focus of the study. the study district that was Permission to conduct a portion of in the schools was obtained from the superinten­ dent, high school principal, and board of education. Data were collected primarily through observation, interviewing, and extensive review documents. cross The checking participant of various researcher used triangulation, a method of information from various sources, to verify the accuracy of the data that were collected and used in the study. that are The researcher used the data analysis techniques recommended by Bogden and Biklen (1982), with some minor modifications. CHAPTER IV: THE SETTING Introduction An abbreviated history of the coaaunity, a description of the coaaunity as it exists today, and its schools are provided in this a brief history of chapter. This inforaation provided a context which helped the researcher better under­ stand the school district and its obtained observation through participant probleas. The data we^re and froa books, papers, docuaents, interviews, and the researcher's personal knowledge of the coaaunity and its history. An Abbreviated History of the Coaaunity The Earlv Years Iron ore vas discovered on the Gogebic Range at vest end of the Upper Peninsula of Michigan in 1880, site cabins of the Colby aine at Besseaer. were built and a few under way to begin aining. vas constructed between During rudiaentary at the 1882 a few beginnings were During 1884 and 1885 a railroad Besseaer, the coaaunities, and Ashland, Wisconsin so be shipped to iron the other that iron ore could and steel aills via the Great 47 aajor range Lakes. A 46 land rush, unparalleled in the history of the north country, began in 1884. In 1885 the Gogebic Range. there In 1887 vere two thousand miners on Besseaer was incorporated as a village (Havighurst, 1958; Leaser, 1954; Rund, 1984; Sawyer, 1911). During mines on ada, the the the first decades following the opening of the Gogebic Range there were imaigrants from Can­ British Isles and almost every country in Europe. The largest immigrant groups in Bessemer and Besseaer ship were Finnish and Polish. Irish, Hungarian, and others. Other residents were Geraan, Yugoslavian, Italian, Cornish, Slovenian, Norwegian, Many French of Canadian, iron were young, adventurous, daring aen hard work and Swedish, Croatian, Austrian them caae to the area because they wished to find employment in the afraid of Town­ mines. and Almost all women who were not hardships (Havighurst, 1958; Hill, 1983; Rund, 1984). small the Gogebic locations and Yale. villages, called locations, sprang up throughout Range. included In Bessemer and Bessemer Township such Puritan, Anvil, Palas, Ramsay, Tilden, Similar locations were established from east of Wakefield to vest of Hurley, locations had one or more Wisconsin. grocery Generally stores, these a barbershop, taverns, and other businesses. Most of the hoaes that vere were constructed built in these locations by the mining companies near the mines and rented to employees at low rates. Many boarding houses were 49 also built to accommodate unmarried workers and the miners who had come to seek and children. Most employment married without their wives miners could walk to work because the homes and boarding houses were located near the mines. Wakefield, six miles miles to the vest, vere to the east, and Ironwood, also growing vere developed in those communities. Zronvood on the Wisconsin side in mining, the rapidly as new mines Hurley, which adjoined the border, vas involved logging, and entertaining men from all parts of Range. Havighurst (1958) wrote, "During the Gogebic five-year fever, the Gogebic while they vere the most north" (p. of six 56). towns famous, sprang or up, and for a infamous towns of the He also stated that, "Hurley vas a good- time town, with gambling, girls, and piano music, with rows of saloons, variety shows, and amusement halls" (p.57). Lumber for the construction of homes and businesses, as veil as timber for the mills sprang up mines, vas in great demand. Saw throughout the county, including mills In Ramsay and North Bessemer. Work in the mines vas dangerous and unsanitary. a one year accidents for each period in from 1888 to 1889 there vere 24 fatal Gogebic County mines, with one fatal accident 63,268 tons of ore that vas mined. killed during a one year period from 1905 to 35, though During the The total to 1906 increased tonnage per fatal accident improved to 86,268 (Lemmer, 1954). Some of the early pioneers who wearied of the difficult 50 and dangerous cutover work in the nines and lunber industry bought land and began to farm. Others worked rocky soil and also continued to work in the the thin, lunber nills, woods, or nines. Working in the mines or woods, at saw nills or on farns were In not the only dangerous places during those early days. its first years Besseaer supported forty-eight saloons. Town officials passed laws against alley diversions, and 1958). snoking rioting, inproper on the dynanite wagon (Havighurst, At night one scarcely dared to go on the dirt roads or plank sidewalks of Besseaer because many innocent victims were killed (Rund, 1984). Gogebic County was separated from Ontonagon 1887 and, in a close Ironwood in Michigan legislature 1889. an decision, election Bessener County narrowly defeated to become the county seat. granted Bessemer in a The city charter in The township seat was moved from Bessemer to Ramsay in 1890 (Rund, 1984). Before and the lighting systeas, turn of the century an electric generating systen, telephone a hospital, central water and and telegraph services, sewer a street car service which connected Bessemer to range connunities to the vest, two newspapers, physicians, lawyers, churches, and numerous businesses served Besseaer (Rund, 1984). Sawyer (1911) reported that the city had populations of 2,566 people in 1889, 3,911 in 1900, and 4,583 in 1910. Athletics vere important in the coaaunity, beginning 51 from the earliest days of settlement. Baseball vas nuaber one sport until 1897, when football vas added. became involved vith athletics in 1899 vhen a the Girls basketball team vas formed (Rund, 1984). Patriotism vas the Gogebic races and not lacking during this early period on Range. bands, July 4th celebrations, vith parades, vere reported as early as 1899. the city and tovnship participated the turn of Men from in the war vith Spain at the century and later in World War I. Love of country vas also being fostered in the local schools through flag etiquette programs (Rund, 1984). A struggle unionization began early on the Gogebic of vorkers in the iron Range for the mines. The mining companies fought these efforts and fired many of the men vho vere leaders in the unionization Barkell and Salmi, 1983). effort (Alanen, 1981; It vas not until the early 1940s, folloving the passage of the National Labor Relations Act of 1935 (Wagner Act), that vorkers vere free to join national labor organizations in the copper and iron ore producing areas (Alanen, 1981). As early officials that as 1895 there vas recognition by iron mining labor problems vere more than just the dis­ content of a fev Huns, Poles, Slavs, and Finns, and that the iron vould ore have mining corporations to adopt a program planned community development. implementation of benefit of the Lake Superior region of employee benefits and Conditions improved vith the programs. Most programs vere 52 formulated In company boardrooms, however, vith virtually no input from employees or the community and many provisions of these programs vere allocated on industry officials employer thought Mining vorkers should appreciate generosity in providing homes, schools, hospitals, churches, libraries, and land Some vorkers did side vith Some that a selective basis. supported opposed to a for gardens management but and pastures. many did not. socialist philosophy which vas generally management views of social issues (Alanen, 1981; Barkell and Salmi, 1983). The Twenties and Thirties By 1920 the population of Bessemer had grown to 5,482. The importance of the mining vas evident. industry to the Gogebic Range Bessemer collected $270,000 in taxes in 1920, vith the mining companies paying $202,400 (Rund, 1984). It vas especially difficult for the nities of the Lake Superior 30s hit Superior the country. mines dropped area when the depression of the Shipment from of iron ore 23,500,000 3,500,000 in 1932 (Havighurst, 1958). the Gogebic Range vere basically the mines closed, iron mining commu­ one The tons in 1931 to communities on industry towns. When or severely restricted their operations, the majority of the vorkers vere laid off. attempted from all Lake Many families to supplement the limited help that they received from the relief office by raising their ovn wood. a garden and by cutting 53 Corrigan (1976), in reference to the severity of the depression on the Gogebic Range, wrote: The winter of 1932 vas a heartbreaker vith despair shoving on all the people, perfectly honest people getting farther in debt vith the hope that tines would get better, but tines kept getting worse. Prices vere dropping, vages vere lover, and there vas no work. The nines, nills and woods operations vere cutting down vith nany good nen traveling around looking for work. There vere jungles and soup kitchens all over. Men slept on the savdust in nill boiler roons, on the floor in the depots, jails or town halls, or wherever they could find protection from the cold. (p.187) During 1937 there vere 50 dairy farms in Gogebic County vith approximately 5,000 of 40,000 (Rund, 1984). tage people living on farms During the depression farmers had the advan­ of raising much of their own food but they vere unable to sell much of the produce that they raised. Township farmer and his wife raised 375 bushels of potatoes in 1932 and gave most of them to hoboes because they vere unable to sell them. that their crean to produce. One Bessener in a nearby jungle His journal snows farn income during 1932 vas 8122.53 from selling the He Bessener earned Creanery and 856.35 from selling an additional 8223.85 by transporting students on a horse drawn school bus. Many families vere helped programs vere implemented. Of after Roosevelt's Hew Deal approximately 40,000 people in Gogebic County in 1936 there vere 2,432 vorkers involved in federally programs. funded Works Project Administration (WPA) Projects in Bessemer included a new city hall, a 54 grandstand at voir, the pumping major WPA athletic field, and a city vater reser­ house, and storage building (Rund, 1984). A project in the township was the park and swimming area at Ramsay. Conditions in remained the generally logging deplorable camps of the Gogebic Range during the thirties. Lice, bedbugs, two-man bunks, hay-straw mattresses with gunny sack ticks, a total lack of washing facilities, poor lighting, improper ventilation, and bunkhouses that were the wood stoves and too logging camps unionize many mostly cold away from miserable. too hot near them made life at Continuing attempts to woods workers led to many confrontations in which workers vere severely beaten by company toughs and the police (Bernhardt, 1979; Corrigan, 1976). At Narenisco, intercepted six on Ahonen June 30, 1937, a group of strikers logging trucks and unloaded them. State police officers and local sheriff deputies, armed vith tear gas, clubs lumberjacks. the Gogebic tvo-by-fours That evening a group of vigilantes gathered at County and headquarters at Svede-Finn vood. They and guns dispersed the mob and arrested 46 fairgrounds pick handles at Ironvood. they attacked driven men North Star Hall at North Ironvood, the at Bessemer and the union office at Iron­ Hall then asked instead the strike the found three of the strike leaders at a local restaurant and severely beat two of them. injured Armed vith to to be Saxon, brought One of the to a doctor but he vas Wisconsin. From there he vas 55 driven to Ashland, Wisconsin, where he spent three days at a hospital (Bernhardt, 1979). The dramatic Great Depression of the Thirties apparently had and lasting political effect upon Bessemer, Bessemer Township, and the Gogebic County dential the entire people a of Gogebic Range. election records show that Republican presi­ candidates have won in Bessemer two times since the 1928 election. 1956 and Eisenhower received 54.7% vote in Nixon received 51.8% during the 1972 election. No Republican presidential candidate has come of the close to winning in Bessemer Township since the 1932 election. The Forties and Fifties Most of the virgin timber had Gogebic Range by the end wrote that the been of World War II. harvested from the Bernhardt (1979) age of the lumber camp and the lumberjack came to an end in the early fifties due to the one-man power saw and due to better roads and automobiles. The new woodsman lived at home with his family and drove to work. Following World War II the iron bic Range continued to provide Peterson Mine vas opened ore mines on the Goge­ numerous jobs. In 1952 the and there vere a reported 2,800 miners working at Gogebic Range mines (Rund, 1984). Farming following farms vere on World the Gogebic War II. unwilling Range declined dramatically Many of the youth who grew up on to continue working and living under 56 conditions which provided little income beyond a subsistence standard of living. The Sixties. 3eventles_and By Eighties the late fifties and early sixties the iron mines began to close due to competition from foreign countries and because of the process. development This new process of the vas taconite suitable pelletizing for concentrating iron ore from the Marquette Range and from Minnesota, but it vas not suitable for Gogebic Range ore. As the mines closed many of the men who lost their jobs left vith their families to seek employment elsewhere. By 1960 the population of'Bessemer had dropped to 3,304 and the township population had dwindled to Peterson Mine vas 2,083. During 1966 the the last of the Gogebic Range mines to close (Rund, 1984). However, the White Pine Copper Mine, east in Ontonagon County, which 3,000 men, miners. continued to at provide one 35 miles to the time employed over many jobs to former iron Most of the men from Bessemer and the other Gogebic Range communities chose to move there. ished greatly The number of commute to White Pine rather than jobs at White Pine also dimin­ during the seventies when the total number of people employed there dropped to under 1,000. The decline in agriculture in Gogebic County that began in the forties continued unabated into the eighties. By 1986 the number of dairy farms in the county had dwindled to 57 five, according to the Gogebic County Other types of farming agricultural agent. have not replaced dairy farming to any meaningful extent. The Gogebic Range has an average annual snowfall of 200 inches. During most winters the snowfall exceeds 200 inches on the high slopes facing Lake Superior. developed on the range beginning country skiing seventies. ski hills dining and snowmobiling in the Ski hills were sixties and cross became popular during the The influx of tourists created new jobs at the and in support services such as gas stations and establishments. minimum wage. Those jobs, however, most often pay The standard of living of many families drop­ ped precipitously. The emigration continued as more left in search of work. outside of people Many young people attended college the area and did not return to live because jobs in their areas of training were not available. The logging industry, though it no longer provided many jobs, continued to provide some small industries moved into the replaced a near Job Marenisco. and Ironvood Community also Corps and College approved center on A the employment. area and a as Several prison camp Center on the Ottawa National Forest new hospital was built between Bessemer a new campus vas constructed for Gogebic at Ironvood during the sixties. Voters millage for the construction of a vocational community college campus, a medical care facility at Wakefield, and an addition to the court house at Bessemer. The Gogebic Range communities also cooperated in 56 other endeavors. The Gogebic Range established to provide ample water to Water Authority vas various communities and to several o£ the area ski hills. Bessemer and Bessemer Township celebrated their centen­ nials during 1984. Thousands o£ A. 0. Johnston High School alumni and other visitors and residents joyous activities which participated in the included parades, dinners, dances, ball games, and an all school reunion. The Bessemer Area Community Today The population of Bessemer today is approximately 2500. The population o£ the township is about 1500. The old mining locations in the now bedroom communities. Downtown township Ramsay, and city are in its heyday, had over twenty businesses, including grocery stores, cloth­ ing stores, variety stores, gas stations, and taverns. Only one bar, two churches, the township hall and the post office remain. All of the former mining company by the mining companies. Many have been built. been extensively Most maintained remodeled houses have been sold of them are owner occupied. in good condition. and some Others have new homes have been The park and swimming area on the Black River, near the center of the community, are attractive. The junk yard located at the former Eureka Mine and some vacant as well as some occupied home sites are not. 59 The barren appearance that Bessener and the other range communities and locations settlement disappeared had vith during the second birches, aspen, spruce, and various The red coloration the early years of growth of maples, other trees and bushes. from iron ore which previously vas seen most everywhere has been washed away over the years by rain and melting snow or covered by grass and other vegetation. A four lane highway connects Bessemer vith Wakefield to the east and Ironvood to the vest. High hills several hundred feet in height, lie north of the south lie other hills. are situated in the been maintained in have good the bluffs, city. To The business community and homes valley Most of the older homes and and on the hillsides between. been remodeled condition. have been built on the east end of the or they have A number of new homes city and elsewhere throughout the community. Bight churches, representing various Christian inations, are numerous located in the city and township. denom­ There are organizations, in addition to various church clubs and groups, which are also active in the community. These organizations include an American Legion post and auxiliary, a Veterans of Foreign Wars post and auxiliary, a chamber of commerce, a women's club, a Masonic lodge, and the Besseaer Township Business and Professional Men's Club. Others also participate in range vide organizations, including the Goge­ bic Country Club. 60 Several provide restaurants, local services. bakeries and taverns in Besseaer residents as veil as tourists vith Many local residents aeet daily lishaents to discuss topics ranging the latest replaced high all school ball from gaae. in these estab-* vorld affairs to Tvo superaarkets have but tvo of the faaily operated grocery Btores that once vere located throughout the city. needed mining locations and A savaill and luaber yard are located at the east end of tovn and a nevly reopened plyvood factory and a fishing rod plant are located in the city. Other businesses in Besseaer include a clothing store, tvo insurance bank, a coapanies, stations, agencies, a tvo oil and tvo auto dealers, an attorney's aanufacturing, are hardvare store, a gasoline vholesalers, several gas There construction located in the city and tovnshlp. ists a variety store, a coaaercial laundry, tvo aabulance shop, and a florist shop. light pharaacy, located are and office, also a gift several other repair businesses Nuaerous aedlcal special­ near the Grand Viev Hospital, vhich is located a fev miles vest of the city in Bessener Tovnship. Some customers are dravn into Bessemer from the other range communities but many people from Besseaer and Bessemer Tovnship also visit and shop at the larger business district at Ironvood. The competition betveen the Ironvood and Bessemer business communities does contribute to feelings of hostility Bessemer in some ovners of Bessemer businesses. One businessman expressed anger and frustration to the 61 researcher over the relocation of the United Parcel distribution that the center from Bessemer to Ironvood. Service He feels Ironvood business community wants everything to be located in Ironvood. Many members optimistic Range. about the Bessemer business community are the future of Bessemer The ski hill sums of and of corporations and the Gogebic continue to invest large money into new snow making equipment, nev ski runs, nev dining Bessemer Auto and lodging facilities. The owner of the Company stated that in the last five years he had invested $85,000 back into the business because he had faith in the future of this area. The Steiger Lumber Company had invested in excess of $235,000 into its mill at Bessemer during 1985 (Challenge - 86, 1986). The was made community election the one hundred years ago, in which Bessemer county today. seat, is of great importance to the Government is the largest employer in Bessemer, though not all e m p loyees are Bessemer residents. The courthouse complex, which includes the courts, sheriff's office and jail, road commission and department of social services operations, provides more than 100 full-time jobs. Other government agencies which provide employment include the school district, city, post office, U.S. Forest Service, Michigan Secretary of State office, Michigan Liquor Control Commission store, and the Western Upper Peninsula District Health Department. More than 200 jobs are provided by government agencies in total (Vista, 1986). 62 It is generally recognized that the future of Bessemer is tied to the future of the entire Gogebic Range. During 1985 the various cities and townships cooperated to form the Gogebic County Economic Development Commission. of the commission is to use the expertise all agencies and professions to foster the Gogebic Range. It of The purpose persons economic growth attempts millage to during on was involved in the sale and opening of the Bessemer Plywood Corporation (Vista, 1986). two from However, 1986 to get approval of a county-wide support the commission were defeated by substan­ tial margins. Gogebic County November, 1987. County was 9.7%, a a The reported 9.1% state reported work force of 6,750 during unemployment rate for Gogebic compared to an Upper Peninsula average of average of 7.4%, and a national average of 5.6% (Tucker, 1988). An Abbreviated History or the school District Education was area beginning apparently a priority in the Bessemer with the earliest days of settlement. Many of the early immigrants were literate and had a deep respect for education (Hill, 1983). The first Elementary school in Bessemer founded in 1886. schools were built in most locations in the city and township so that children could high school, was which was walk to school. attended by students A new from the city 63 and township, was completed during the summer of 1887. 1894 there were 255 students in the city By school system. By 1916 Bessemer had seven public schools, 1400 students and 50 teachers. In 1919 the St. Sebastian Parochial School was started with an enrollment of 200 students (Rund, 1984). During the 1922-23 school year the Bessemer City School District operated elementary schools. operated 10 teachers A.D. Johnston High School and five The Bessemer Township School District elementary schools that school year. and schools and employed the administrators forty-three in the were employed teachers township and schools Fifty-six in the city administrators were (Teachers and School Officers Directory of Gogebic County, Michigan, 1922-23). A number of elementary schools and Bessemer Township during were closed in Bessemer the twenties and thirties as the small one and two room schools were consolidated. tional schools were closed in both the beginning in the late forties, the population continued to decline. and The township as city Addi­ and township, school district closed the Anvil Puritan schools following the 1948-49 school year. city school district closed the Barber School in 1960 and the township district closed the Only the School, Ramsay the School in The the Harding School township, in 1963. the Washington A.D. Johnston High School and the St. Sebas­ tian School remained. A number of Bessemer Township parents enrolled their children at the Bessemer Washington School on a parent paid 64 tuition basis in the late seventies because they felt the tovnship school no longer curricular prograns provided the needed for extracurricular and a well rounded education. The tovnship school district board of education discontinued the kindergarten and grade nine classes after the 1979-80 year due to low enrollments. The 1980 4th Friday membership in grades one eight at the Ramsay School dropped to 98 through students. The Bessemer Tovnship School District Board of Education elected to have all students attend schools outside of the district during the 1981-82 school year, vith district paid tuition. Students had a choice of attending school in Bessemer, Iron­ vood or Wakefield, though transportation vas to Bessemer. tovnship, Of the 225 public school provided only students from the 197 elected to attend school at Bessemer, 7 chose Ironvood and 21 attended the Wakefield schools. The tovnship school district vas annexed district in February 1984 and renamed the districts Bessemer that had and administrators had enrollments the district city vas The tvo school 16 schools in 1922-23 and 102 teachers and more than 2000 students in 1928-29, district administrators, had combined Area School District. merged to become one teachers and the to and vith tvo schools, 514 students. 36 Declining reduced the combined student population to less than 25% of vhat it had once been. The vithout closings of those schools vere not accomplished resistance from people vho lived in the communities 65 they served. There vas a strike by students and parents following the closing of the junior high school at the Anvil School in 1948. School at that students of the One of the students who attended the Anvil tine that in the junior high school. there remained on were only 10 He indicated that students stayed on strike for the about half of them week. renenbered strike first veek during He stated, "The parents were very upset. all and the second They called a town meeting and invited members of the board to come, but none of them came. The superintendent came the following veek and explained the situation to us. We decided then to attend the Ramsay School." A former employee, who served as and superintendent vith the township years, recounted the that a teacher, principal schools the Anvil school at Ramsay for a school as week to School we took a lot of flak on ten He stated, "The days. They saw their When we closed the Puritan that. We were accused of They sure put up a lot of holler." There al3o vas considerable anger tovnship board began to expressed vith the city district. when the discuss sending students to other school districts on a tuition basis and planning that 40 Location wouldn't send their kids to the community center. everything. over there vas considerable resistance in communities where schools were closed. parents at for for merger Several former board members stated they received threatening phone calls, that there were attempts to cast doubt on their integrity, and that the 66 board vas accused of holding illegal board meetings. of the people in the tovnship had decided, Most hovever, that it vas impossible to continue providing cost effective, quality education vith such a small number of students. The vote in favor of annexation vas 399 (71%) to 151 (29%). During the 1984-85 school year high school local principal met the superintendent and vith representatives from other school districts and the Gogebic-Ontonagon Intermedi­ ate School District to determine vhether in, or a need for, academic cooperative there vas interest programming. A cooperative program for the schools of Gogebic County resulted from those meetings. The Bessemer Area School District Board approved participation in the cooperative advanced composition, ueuiD ngui of Education program and made physics and Spanish available to stu- nahCAieiU; xxuuwuuu/ naxeuxowv, auu nawcioMcctt The Ironvood Area School District offered to make all of its courses available Wakefield to Tovnship advanced math, and students from other districts and the School physics District made French I and II, available to students from the other schools in the cooperative. The Bessemer School District Board of Education direct­ ed the superintendent to prepare a beyond the tion vas budget for three years annual budget. This three year financial projec­ based upon a number of assumptions, including no 67 changes in staff, continuation of the 30 mill property tax levy, enrollment declines based upon his best estimates, and improvements in state aid based increases. the average of past His budget projections, based upon these assump­ tions, shoved June upon 30, that 1964, an audited fund balance of $472,752 at would be depleted at June 30, 1986. The projections indicated deficits of $305,779 at June 30, 1987, $678,218 at June 30, 1988 and $1,113,368 at June 30, 1989. The board various options It of education that and administration discussed could be implemented to reduce costs. vas decided that a community survey vould be taken in an effort to gain input from the citizens of the district con­ cerning vhich options vould be acceptable to the community. The shoved a This audit of the school district's books for 1984-85 general fund balance of $162,245 at June 30, 1985. vas $65,800 less than the $228,045 balance vhich vas projected in the budget. 1985-86 The board acted in several vays to reduce costs for the 1985-86 school previously year. The home economics teacher, who had worked full-time for the district, vas shared on a half-time basis vith the Wakefield School District. combination third and fourth grade made it teacher. possible The to operate elementary principal vas assigned and class vith one A vas created vhich less elementary junior high school teaching to full-time teaching duties at the 68 high school as the replacement The superintendent's to the vas for a teacher who resigned. office vas moved from the high school elementary/junior high school and the superintendent assigned the added duties of principal at that build­ ing, vith the assistance of a head teacher. The Wakefield in the School District enrolled eight students Bessemer Spanish classes. of the other school Neither Bessemer nor any districts in the cooperative enrolled students in another school district's academic classes. The community survey vas mailed to approximately residents of the district during September, 1985. 3000 Responses vere received from 498 individuals. The Bessemer football losses. team (A. D. Johnston completed the regular season vith no ties or After vinning three playoff games they vere defeat­ ed in the Michigan Class D fans from other Range High School) Speedboys Bessemer and Championship game. communities Hundreds of on the Gogebic traveled about 8GG miles to see the playoff games aim 1100 miles to see the championship game at the Silverdome in Pontiac. A. D. Johnston High School alumni/ae traveled from throughout the country to see vas donated to the game. A total of $8,731 the Speedboys Booster Club by area citizens and businesses to pay for the costs of the team's participa­ tion in the games. The superintendent's preliminary 1986-87 budget, vhich vas presented to the board of a deficit of $141,213 education in December, shoved on June 30, 1987 vith a property tax 69 levy of 30 mills and a salary freeze for all employees. deficit vas reduced to The $31,713 using a projected property tax levy of 33 mills and a salary freeze. The board of education appointed a citizen committee in January to schools. advise the board on the future operation of the All persons who asked to be named to the committee vere appointed. A cash donation of $3500.00 from the class presented in January to the A.D. the purchase presented by a Johnston High of instructional equipment. to the board of education, of 1940 vas The School for gift vas "vith a lot of love,” four member alumnae/i delegation that had been instru­ mental in raising the funds. The presenter stated that the effort vas made because, "Bessemer is first and foremost in our hearts." At the March meeting of the board of education a member of the Bessemer Education Association, speaking on behalf of the association, read a prepared statement to the board before an audience of approximately 65 people. consisted of teachers, other employees, ees, members spouses of employ­ of the parent-teacher organization, the media, and other citizens of the community. ted the board to discontinue any Bessemer The audience students into The statement instruc­ discussion of tuitioning other school districts, accused the board of fiscally irresponsible performance in recent years, and stated that the board and administration had programmed the district on a course of self-destruction. The statement 70 read in part, "For the past tvo years. (time) that to levy authorization vhich has been in effect, your failure the full 33 mills has cost the Bessemer schools 150 thousand dollars. be recovered. A . . . during That money. . . gentlemen. . . can never It's lost to this school district forever." member of the board resigned, indicating that he did not vant to put up vith the same faced vhen the kinds of pressures he had discussions about closing the Ramsay School in Bessemer Tovnship vere taking place. take anymore of this. . . . He stated, 1 vent through this 'I can't same thing vith the tovnship annexation and I can't take it anymore.' The teachers April. The a finder's fact vorked vithout a master contract until contract vas ratified folloving the receipt of recommendations vhich both parties had agreed to accept. The community advisory committee short term April. er (b) recommendations to the board of levying additional millage for the 1986-87 consider sources better the in school year, offering staff retirement incentives, year, of revenues, (e) investigate vith other lay-offs education The committee recommended that the board (a) consid­ to freeze all salaries for one ing presented a number of districts become so as necessary, (c) try (d) investigate other cooperative programs to maintain the curriculum if (f) utilize the teaching staff by, for example, eliminating study halls and extend­ length of teaching hours, and alternatives to the medical insurance plans. (g) investigate 71 The board elected to trim costs fros the 1986-87 budget by contracting for nursing services instead of employing a nurse, by not heating the Raasay bus garage, and by dropping the track program. The board also elected to levy all 33 of the authorized ailIs for the 1986-87 school year. and increase expenditures in aillage, together vith The cuts other projected and revenues, resulted in a tentative balanced budget. The financial audit of the school district's 1985-86 revenues and expenditures shoved a general fund balance of $100,996 at June exceeded general 30, 1986. fund revenues General fund expenditures during the 1985-86 fiscal year by $61,249. Census data vere received in July vhich shoved the five to 19 age range population remaining almost the same as the previous year, vith an increase from 684 to 686 persons. The birth to age four population, hovever, fell 8.3% to 177, from 193 the previous year. The Wakefield School District enrolled eight students in the Bessemer Spanish classes. They vere again the only district that enrolled students in another school district's classes that vere available through the cooperative academic program County. that vas formed by the school districts in Gogebic 72 The enrollment students. for This vas an the 1986-87 Increase of school 16 year vas 523 students from the previous year. The teachers' association rejected the initial contract agreement that the negotiating committees reached. Tvo year contracts vere later ratified betveen the association and the board and Bessemer teachers support staff board and union. the The continued to be the lovest paid teachers on the Gogebic Range. The to community advisory committee report vas the board of education recommendation vas should that in the March 1987. The presented primary Bessemer Area School District be preserved and operate as long and as economically as possible vhile committee also possibly maintaining recommended engage a quality that curriculum. The the board investigate and a feasibility study for determining the possible rehabilitation, demolition, or use of the schools. A report from the university of Michigan Buieeiu of Accreditation and School Improvement Studies (Hon, 1987) vas also received. efforts to report preserve again school. The report The commended the district for its the educational delivery system. addressed consultant the poor condition of This the high vrote that this must be a year of hard decisions for the community, board of education, admin­ istration and educational staff. deep The consultant expressed concern for the students' vell-being, in terms of fire safety and sanitation. 73 The school disfcxict xeceived a letter from the Central Association of Colleges and Schools that the in Morth May stating A. D. Johnston High School had been accredited for the 1986-87 school year. School census data Indicated that the birth to age four population in the district had fallen from 177 to 173 during the past year. The 5-19 age population had dropped from 863 to 835 during the sane period. The voters gave the board of education authorization to levy 33 mills election. for school district operations in the June The authorization, vhich is for a three year period ending in 1990, passed by a vote of 272 to 118, A letter vas received in June from the Superintendent of the Wakefield Tovnship Schools in vhich he indicated that he had been directed by his board of education to invite the superintendents the and members of the boards of education of neighboring school districts to discuss various topics. The topics for d i s c u s s i o n included, but. were uut limited tv (a) sharing programs, (b) sharing staff members, (c) sharing transportation concerns and costs, (d) cooperative effort in studying the future education in each school system, and (e) possible consolidation of districts. The Bessemer Board of Education placed the letter on file, pending a decision on vhether a facilities study vould be conducted. A budget for the 1987-88 school projected expenditures year vas adopted vith of 81,717,955 and projected revenues of 81,656,625, vith an additional $61,330 of fund balance to 74 be used to pay for the excess expenditures. The amount of the estimated June 30, 1988 fund balance that will be avail­ able for expenditure during the 1988-89 school year will be approximately $20,170. 1987-88 The board of education authorized a study by an outside firm to assess the district's facilities, to provide infor­ mation on the facility needs of the district, and to provide information relating to the costs of renovation alternatives and nev construction. There vere no students from Bessemer County school vere district or any Gogebic enrolled in any of the classes that offered through the cooperative academic program. cooperative vas formed by The the school districts in Gogebic County during the 1984-85 school year. The official student membership count for the 1987-88 school year vas 53C, including 11 n o n r e s i d e n t students, four of vhom vere not released by their school district of resi­ dence and could not be counted for state aid purposes. This vas an increase of seven students from the 1986-87 count. The feasibility study for various building received by the school district 1988 December. In January, the board of education responded in the affirmative to a request of in options vas from the Wakefield Tovnship School District Board Education to meet to explore possible merger educational delivery options. or other 75 Bttmmnry The setting District and for this study is the Besseaer Area School the coaaunity it serves. entire study are presented in the The setting and the context of the coaaunity and its history, including the history of the schools. The school but six district sections that date back to the 1880s vhen iron ore vas discovered on the British Including around comprised of the city and all of the tovnship, each of vhich has roots the Gogebic Range. and is An influx of people froa Canada, Europe, Isles Besseaer the and aines resulted aany in numerous boon tovns, saall coaaunities vhich grev throughout the Gogebic Range. Logging, faraing, and nuaerous businesses and services folloved. A generally prosperous econoay, except vhen the rest of the nation until suffered econoaic vas aaintained the fifties, vhen the iron aines began to close. ... p u y ilid w iu il UK ---------- j*.— . O tt& a tlH tS JL u & u t* |r o u in 1960 and the tovnship 1966 depressions, the m A&VM ■? m e c A ll m a a A 9A V — The *» a h a population declined siailarly. last of the iron aines closed, the virgin By tiaber vas gone, and alaost all faraing had ceased. The population of Besseaer today is approxiaately 2,500 and the population of the tovnship is about 1,500. aining locations are nov bedrooa coaaunities. The old Besseaer has nuaerous saall businesses to serve the residents of the area and tourists. Mine in People are eaployed by the Vhite Pine Ontonagon County, the Copper area ski hill corporations, 76 lodging and eating establishments, the voods industry, vari­ ous government businesses. agencies, Many and workers minimum wage level. other small industries and are paid at or near the federal The economy of the area depressed, vith a November, 1987 unemployment Many citizens, is generally rate of 9.1%. however, remain optimistic about the area in spite of the depressed economy. The city and tovnship school districts at one time operated fifteen elementary schools and a high school, vhich combined served over 2,000 students. Today the high school and the Washington School serve 530 students in the combined district. The district curriculum for school has attempted to maintain the students of the district. buildings a quality However, both are in poor condition and the district's teachers receive the lowest salaries on the Gogebic Range. The board of education has taken steps to involve the community in providing solutions to the district's problems. A community survey vas taken and an advisory interested citizens vas appointed. the board to maintain an The committee committee of advised independent school district for as long as it is feasible to do so. Most recently a facilities study report, vhich vas conducted upon the recommendation of the advisory committee, vas received and the board of educa­ tion agreed to meet with Wakefield Tovnship officials to discuss the possible merger of the two districts. CHAPTER V: THE FINDINGS Introduction The Bessemer Area School District and serves are through views, the site participant extensive of the study. observation, examination of the community it Data vere collected pure observation, inter­ documents, newspapers, books, and reports, and from informants. Three major questions vere addressed in the study. and numerous related questions The questions are: 1. What are the school district's problems? a. Are declining enrollments a problem? b. Is there a problem vith the voters of the district not approving millage requests? c. Are the financial resources of the district a problem and what are the limiting factors? d. Does the operation of the Catholic elementary school negatively impact upon the financial resources of the district? e. Are the current curriculum, programs, and services adequate to provide a quality education to the district's students? 77 £. Are class sizes a problem? g. Are there students living in the school district who should be enrolled in school but are not? h. Is there a problem vith students dropping out of school? i. Is there a problem vith absenteeism? j. Is there a problem vith the students' level of achievement? k. Is inappropriate student behavior a problem? 1. Is there a problem vith the current administrators or teachers not meeting state certification requirements? m. Is it difficult to recruit teachers? n. Are the relationships among the various factions of the community and school harmonious? o. Is there a problem vith insufficient parent and citizen involvement in the affairs of the school? p. is there a problem vith the health, safety, and/or adequacy of the school buildings and grounds? q. Is the condition of the bus fleet a problem? Hov do traditions, values, beliefs, social patterns, preferences, and economics interface vith education in this small community? a. What is the history of the community and its schools? b. What is the ethnic composition of the community today? c. Do the residents of the school district have a strong sense of community? d. How did the residents react to former school closings and to the annexation of the tovnship schools to the city schools? e. Hov does the economic condition of the region impact the school district? f. Are all of the essential features and services of a complete social and economic community provided? g. What do the residents of the district believe vould happen to their community if they lost their high school? h. What value do residents of the district place upon the education that students are receiving? i. Are the residents of the school district satisfied vith the current educational programs and services that are provided? j. How important are hig h School athletics to the school and community? k. What are the attitudes in the community tovard instituting changes in the educational delivery system? 1. Do the members of the board of education represent the traditions, values, beliefs, social patterns, preferences, economic status, and religious and ethnic diversity of the citizens they serve? Which options for providing an educational program to 80 the youth o£ the school district are feasible and of sufficient quality to merit consideration? a. Would the use of various technologies and other alternative methods of delivering the curriculum make it possible to enrich the current curriculum and/or to replace portions of the delivery system to make it more cost effective? b. Is maintaining the status quo a feasible option? c. Is providing an educational program in a nev K-12 building a feasible option? d. Is providing an educational program in renovated schools a feasible option? e. Is a three-way merger of the Bessemer, Ironvood, and Wakefield school districts a feasible option? f. Is a merger between the Bessemer and Ironvood school districts a feasible option? g. Is a merger between the Bessemer and Wakefield school districts a feasible option? h. Would it be feasible to have the high school students attend the Ironvood High School and/or the Wakefield High School on a tuition basis while continuing to operate an elementary/junior high school program? It questions is important that the responses to the above be vieved in the context of the relationship that exists between the these schools serve. Bessemer schools and the community that 81 What arc the Pr i s m s That the School District Is Facing? Are declining enrollments a problem? The Bessemer Area School District, including its prede­ cessors, the city and tovnship school districts, has a long history of declining enrollments. During the twenties the city and tovnship school districts together had in excess of 2,000 students D. Johnston enrolled at 15 elementary schools and the A. High combined student vas an School. By the 1945-46 school year the populations increase had declined to 1,050. There following World War II, vith the combined enrollment rising to 1,083 in 1950-51 and peaking during the 1954-55 school year. A nev at 1,193 slow decline began vith the count falling to 1,085 in 1960 and 982 in 1970. more precipitous began decline in the early seventies and continued into the eighties, vith the enrollment at 1975-76, 639 in 1980-81, and 507 A in 1985-86. 863 in The student population in 1985-86 had declined by more than 75% from its peak enrollment in the twenties. The decline in student enrollments in the district during more recent years, from 1971-72 to vas 48.8%. This 1985-86, decrease compares to a 24.0% enrollment decline in all Michigan public schools period school (Hubbell, 1986). The during the same time enrollment increased to 523 82 during the 1986-87 school year and to 530 during the 1987-88 school year. indication These increases are not, however, an that student memberships in the district are on an upward swing. They are instead attributable in most part to (a) who had attended special education classes students in Wakefield and Ironwood and had returned to attend special education classes enrolled in the at Bessemer and (b) students who were prep kindergarten class that was initiated in 1986-87. Projections of ate. pupil enrollments are not always accur­ Kehoe (1984), for example, projected that the Bessemer Area School District students. The actual enrollment is 530 students, or 31.8% more than Kehoe's preschool census enrollment projection. data do for 1987-88 would be 402 Student membership data and suggest, however, that student enrollment in the Bessemer Area Schools has reached a degree of stability and that there should be no major increases or ucCicoiScS uUxiiivj supported by the ueXt the building recently completed Tills p t O j e C t i O u live yeciiS* feasibility (Daverman, 1987). study which I d vas The report indicates that enrollment has stabilized and that projections indicate no further decline or increase based upon current data. This projection could be significantly altered example, the chial school. opening It by, for or closing of a plant, mine, or paro­ could also be altered greatly over a period of several years if there is a general improvement or worsening of the Gogebic Range economy. 83 Is there a y.ifch the vQtqcg....Q€...t.hfi.-<31gtrlct...not oxGh lem approving roiUage requests for operational purposes? When the board of education distributed a questionnaire to the citizens of the 1985 the levied citizens by school vere district informed during the fall of that the number of mills the district that year vas 30 mills, vhereas the authorized rate vas 33 mills. what they thought the maximum support their schools. They vere asked to indicate number of mills should be to Only seven respondents should be less than 30 mills, vhereas127 indicated it indicated that it should be 30 mills, and 226 opted for more than 30 mills. Comments relating to millage and taxes that vere made on the questionnaire included: We are an old community! Many of us reside in our own homes that are subject to school taxes and pressures continually mount to put us out of our homes. . . . We do not derive any direct bene­ fits £i.0 m the school program! It Is not to say do not vant to pay our fair share for the support of schools. Other seniors live in subsidized hous­ ing. . .and contribute no monies for the programs. This area has exported its best product - its educated children - the communities that received our children did not contribute to our costs of education for their benefit. "Not sure" vhat the millage should be vould not be adverse to an increase." "but "None for senior citizens." "As much education." as is needed to provide quality "Paid taxes 44 years - Don't raise taxes!" 84 "Higher millage would be an increase in taxes - We older folks cannot pay higher taxes and keep our hones." "What is needed." Nobody going school for the past 50 years. Pay­ ing high school taxes for nothing. Chuck the whole education system!It Go get a job and work for a living. The school board doesn't care how I live. Let it go down the drain, like you did to Ramsay School. I'm tired of having my pockets picked. Ramsay is always included, when you need more money. That's all we hear raise taxes! "As much as it takes." "We are operating as we did when companies paid most of the taxes." the mining . . . I feel overwhelmed at the present cost of education. . . . My world consists of listening to older people, some only 55 who have to sell some of their furnishings to pay for pills they use. "I don't understand millage but I believe I'd be willing to support whatever is necessary!" Our school population is decreasing and the abil­ ity to pay is also decreasing. We are getting a larger number of people on social security and pensions. Our people are leaving their homes because they find it harder to maintain them and to pay the ever Increasing taxes. The millage election results in the Bessemer Area School District during the past decade are shown in Table 1. The voters have approved the requests except for two in 1978. all elections, The June, 1978 loss by 11 votes was followed by a second loss followed in in November. These losses were by a 76% affirmative vote in February, 1979. voters have approved continuation of The the 33 mill levy by varying amounts since that election. The data indicate that there is a solid group of voters 85 that turn out in opposition there is a substantially affirmatively to millage larger on these questions. bloc requests but that of voters who vote Many of them do not vote in all millage elections, but do so vhen it becomes apparent that their votes are needed. millage does district. placed upon not, Voter approval of extra voted therefore, appear to be a problem in the However, the constitutional limitation that is the maximum number of mills that can be levied is a problem, as will be shown in the response to the next question. TABLE 1: BESSEMER AREA S/D MILLAGE ELECTIONS, 1978-1987 y p t e a___ Year MUlS* Yes. 1978 35 388 399 1978 33 ** ** 1979 33 666 213 1981 33 180 143 1984 33 488 139 1987 33 272 118 *Total, including allocated and extra voted millage. **Data not available. 86 Are the financial, resources of the district a problem and what are the limiting factors? During four of the five fiscal years from 1983 to the expenditures of 1988 the Bessemer Area School District have exceeded its revenues as follows: 1983-84 (Audit) ($18,888) 1984-85 (Audit) ($307,526) 1985-86 (Audit) ($57,368) « 1986-87 (Audit) $33,140 1987-88 (Budget) ($81,544) A fund balance of $477,651 reduced to ment of approximately $175,000 to in year, June 30, 1984 will have been $20,170 at June 30, 1988. A pay­ the State of Michigan, as part of an out-of-court settlement previous at for a state aid overpayment from a accounts for a major share of the reduction the fund balance during the 1984-85 school The reduction in cne runu uctxcniCt: has district has reduced its teaching and administrative staff, kept the salaries and wages lower of happened year. its even though the employees considerably than the salaries and wages in neighboring districts, and has taken other action to cut costs. An examination period reveals of building though, of the audits during this five year that very little has been spent in the areas repairs, maintenance, and improvements, as will be shown later, this is one of district's major problem areas. the even school It will also be shown that 87 there are soae deficiencies in various curriculua areas. is obvious, therefore, that Ifc the school district does not have sufficient revenues to aeet its needs. There are a nuaber of factors which H a l t the ability of the school district to raise additional revenues. the First, district is restricted in the aaount of aillage that it can levy for operational purposes to (a) aillage that is provided through the allocation process and (b) aillage that is authorised by a vote of the electorate. The allocated and the extra voted aillage have both been set at a total of 33 aills in the school district by a vote of the for three years, electorate through 1990. If the board wishes to levy aore than 33 aills it would have to be authorized by the voters iii another election. Even if additional aillage were approved by the elec­ torate it would not necessarily aean that the school systea would be able % j _ • i__ i.i.. b ll« 9 M V U U I* A iE IA W D to collect V * aills levied Besseaer Area Besseaer tional 0.5 Area School aills aills that and of governaent. by all units District of during W lftSI V W «M MU 1 SU V4V U The nuaber of non­ governaent in the 1987 was 49.5. The School District could possibly levy an addi­ if district or aore than approval The Michigan Constitution ~ 4i y — NB4 J . A Sa^Y B l l W l l 'k l l O l i . to 50 aills by ®>11 units charter it. it was authorized by the voters of the a half Besseaer aill if the voters gave their Township did not levy the nuaber of it levied in 1987. Consequently, either with or without additional voted aillage for the school district a 88 situation school could district develop in which both the township and the levied authorized voted millage, with the result being that the 50 mill exceeded. constitutional limit would be If the two units of government could not reach an agreement on the issue it whatever would then be resolved through legal procedures are established to deal with such situations. The major portion of state aid local school districts through a in Michigan is paid to formula which provides an equal yield for equal effort to school districts that have a state equalized them valuation which is low enough to as in-formula districts. not apply qualify The equal yield concept does to out-of-£ormula school districts, some of which receive considerably greater per pupil revenues with much less effort than that of many in-formula school districts. During the 1987-88 school year the Michigan state aid formula guarantees yield of $30.00 each $306.00, if public school district a per pupil plus certain $75.10 fur each iuill levied, plus high school graduation requirements are met, plus $14 if the district of not more than 25 size pupils for grades K, 1, 2, and 3, taken collectively (Michigan thereby, attains an average class guarantees 84th Legislature, 1987). The state, the Bessemer Area School District that the combined revenues from its 33 mill property tax levy and its state membership aid will generate eligible student. $1,487,686 $2,828.30 for each The formula provides combined revenues of for 526 students. The state equalized valuation 89 of all taxable property In the Bessemer Area School District during 1987 was $25,685,798. $847,631 The 33 mill taxes levy will raise in local property and the state will pay the state equalized valuation in the district had $640,055. If risen 36% to $35,000,000 in 1987 it would not have produced any additional revenue for the district. Instead the local property tax would have raised $1,155,000 and the state would have paid only $332,686, with an identical total yield of $1,487,686. equalized valuation revenue if it $45,081,393. community An increase in the school would had risen only as raised state additional by more than 75.5%, to more than Such an increase, such have district's which is very unlikely in a Bessemer, would have made it an out-of- formula school district. Poes nega­ the operation off the Catholic elementary school tively impact upon the financial, resources, of the, district? There School are during 93 students the 1987-88 enrolled at the St. Sebastian school residents of the Bessemer Area School Sebastian School resident were students would have had increased not in attended year, 84 of District. operation the and whom are If the St. all of the Washington School it the student populations in each grade as shown in Table 2. The superintendent of the Bessemer Area School District stated that if all resident students at the St. Sebastian 90 TABLE 2: 1987-88 RESIDENT K-8 STUDENTS AND REGULAR PUBLIC SCHOOL CLASSROOM TEACHERS Grade Washington Total St. Sebast. Washington Students Students Students Teachers PrepK 0 16 16 0.5 K 9 35 44 1 1 6 43 49 2 2 11 45 56 2 3 18 27 45 1 4 10 36 46 2 5 7 30 37 1 6 7 41 48 2 16 64 80 4.6 7 & 8 School had been enrolled at the Washington School during the 1987-88 school year it vould have necessitated employing an additional teacher for the 3rd grade and probably one for the 5th grade. cost to He the district for approximately $40,000. estimated two The that teachers another the additional vould have additional 84 students vould, hovever, have generated $237,577 of additional state aid the district. The been to operation of the St. Sebastian School does, therefore, have a negative impact resources of the school district. upon the financial 91 Are the current curriculum, programs, to pr.gvlfle 3 and services adequate quality education , , t o toft...fl,lg..fcricfr,g gtMsnfcg.7 Elementary School Elementary year, receive school students, during the 1987-88 instruction in reading, speech, mathematics, classroom teachers. times each week social in An art teacher provides instruction two in music writing, studies and science from their grades one through four and once each week in the fifth and sixth grades. a degree spelling, school A teacher aide, who has and formerly had teacher certification, works with the classroom teachers to provide vocal music. Students in the upper elementary grades may elect receive instruction in instrumental music. is directed available. but not staffed by A practical a to A library, which trained librarian, is nurse, supervised by a registered nurse, provides nursing services. A old prep-kindergarten enough the basis to of class serves 16 students who are attend the regular kindergarten but who, on evaluations that were conducted, do not have the developmental skills that are considered necessary for success in the regular kindergarten. Elementary school students in need of special instruc­ tional assistance attend a Chapter I remedial reading class, a learning disability class or a class for educable mentally impaired students. Other students attend classroom programs 92 for trainable mentally impaired students, severely mentally impaired students, or preprimary impaired students that are operated by the Gogebic-Ontonagon Intermediate School trict. Dis­ Speech therapy, teacher consultant services, school social worker services, school psychological services, and preprimary impaired home programs are also provided by the intermediate school district. The Gogebic-Ontonagon ISD also provides the services of a consultant for gifted and tant who talented students. The consul­ works with a faculty member from the Washington School serves as the local school coordinator for program. Gifted and the gifted talented students are provided with special activities and projects in their regular classrooms. Kehoe (1984) physical identified vocal music, a librarian, and education as curriculum and staffing needs in elementary school. analysis.) (See Appendix C Kehoe's curriculum Likewise, the board-appointed community advisory committee: ieCOmmeiiueu tuat, save for the money, there elementary school classrooms and by should £atue£ thaii Cutting be improvements level by introducing implementing fine programs to made at the computers into the arts and physical education programs. Many Bessemer Area School District and other school personnel, plus some parents believe that the elementary school has not received a fair share of the funds which the district spends. has been elementary teachers provided for They complain that money football and basketball programs and 93 for other athletic expenses but that there has been no money for elementary school music or physical education and that there has been little money for new books and other instruc­ tional supplies in the elementary grades. Junior High School Instruction in spelling, physical education, science, English, art, and math is provided in the seventh and eighth grades. Seventh grade students eighth grade economics students or shop. have also history have and geography and a choice of home Several students also receive instruc­ tion in the remedial reading and special education classes. The special education programs and provided by trict the services that are Gogebic-Ontonagon Intermediate School Dis­ are also available to junior high school students, as are the services of the nurse. The services of the trained librarian are available to provide operation ox the direction to the overall library but he is not a v a i l a b l e to work ‘directly with students. Kehoe (1984) listed several deficiencies in high program. They included a lack the junior of home economics and industrial arts for seventh graders, limited vocal music and co-curricular activities, the programs lack of the absence of a counselor, and for academically talented students. (See Appendix C for Kehoe's curriculum munity advisory committee analysis.) The com­ identified a need for enrichment in areas such as vocal music and basic computer courses. 94 There was concern expressed by a number of personnel that junior high school students do rigorous enough program, that program does not have the equipment and the science not school have a supplies needed for a quality pro­ gram, that there are too many study halls, and that there is an forso few students. overabundance of teachers One high school teacher stated that the junior high school program is weak, with deplorable science facilities and a lack of adequate science materials and equipment. Senior High School The A.D. Johnston High School at Bessemer has North Central Association 1905 to the present date. accreditation continuously from The most recent evaluation by the association was conducted in 1984 exceptions, the this size. — - j - u i ^ yi uuiuiuciiuauic The (Hon, is and 1987) stated, "With a few appropriate for a school of very strong 'basic' curriculum ; ti_ 1 1 cited is most 1 oo 4 \ xjui /• 1987 University of Michigan and programs. being curriculum The received accreditation report three violations relating to curriculum The violations were due to an adult aide not in the library during the time that the librarian was absent and insufficient magazine and newspaper titles. The district has met the incentive funds the courses requirements for that are included in the 1985-86, 1986-87, and 1987-88 state aid acts. year curriculum During the 1987-88 that are provided include four school years of 95 English, advanced composition, art, band, six courses five in in social sciences, choir, Spanish I, six in natural sciences, math, seven in secretarial and business areas, and 20 courses in industrial arts and vocational education. (See Appendix A for the complete curriculum.) al education The vocation­ courses are provided by the Gogebic-Ontonagon Intermediate School District at the area vocational center at Gogebic Community College and by the Ironvood Area School District at the Ironvood High School. The superintendent expressed the opinion school curriculum is better that the high now than it vas when he was a student in the district during the forties and fifties. high school The principal believes that the current curriculum is adequate, although he vould like to add a fev courses such as vocational math. Some faculty members believe program need to be strengthened. cur£icuium is above that parts of the total One member stated that the aver a g e but not outstanding, there is a lack of continuity in the curriculum and that from the elementary school through the high school. The staff librarian and at the high school includes a half-time a four-sevenths time counselor. A half-time learning disability program is also provided no remedial classes available. and services provided by the but there are Special education programs intermediate school district are accessible to high school students. Extracurricular activities at the high school level 96 include baseball, basketball, drama, football, track, intramurals, pep club, student government, yearbook, newsletter, ski team, and volleyball. Kehoe (1984) identified an absence of speech courses, only two years of Spanish rather than a four year sequence, and limited vocal music as deficiencies in the A.D. Johnston High School curriculum. (See Appendix C for Kehoe's curri­ culum analysis.) At? .-Claas ffUeg a -BaLakifim?. The data show that there of students high, and in various senior high are classes problems with the number in the elementary, junior schools. It appears, examines only the student:teacher ratios, that are ideal. when class one sizes When actual class numbers are examined, however, it becomes apparent that class sizes vary greatly. During the 1987-88 school year the elementary school progra m includes thirteen regular clasSrOOuio. The student; teacher ratio for the elementary grades, including a prora­ ted share of all special teachers, is 16.5:1. Michigan Governor James Blanchard has recommended that no more than 20 students be enrolled in (Blanchard to seek, 1988). The Blanchard's recommendation as any data in Table 3 show, using the standard elementary grades and using a standard of students limits for grades 4-6, by small numbers K-3 classroom. for the lower no more than that several grades exceed and that 25 these grades three and five 97 exceed them by fairly large amounts. 6-B Classes 4-A, 4-B, and are, conversely, considerably below these standards and are therefore not cost effective. TABLE 3: 1987-88 K-6 CLASS SIZES AT THE WASHINGTON SCHOOL Number of Class Nuaber of QiAftflL Students 16 3 27 K-A 18 4-A 18 K-B 17 4-B 18 1-A 21 5 30 1-B 22 6-A 23 2-A 22 6-B 18 2-B 23 Student? Prep K Seventh and eighth grade students are taught by 11 teachers, with a full-time equivalency of 4.6 teachers. Only them are assigned full time to the junior high school. student:teacher ratio during 13.9:1 in the junior high the school. 1987-88 school two of The year is Actual class sizes range from 15 to as many as 41 students. The high teachers. school has 12 full-time and seven The part-time student:teacher ratio, with 15.2 full-time equivalency teachers assigned to the high school, is 12.7:1. Actual class sizes, however, range from six students in a 98 home economics class to a maximum of 26 students in a business class. Kehoe high (1984) stated that there were 52 classes in the school enrolling 20 or fever classes with students, 14 or less students. large number of classes with including 27 He suggested that such a so few students is an ineffi­ cient use of tax dollars. Are there students living in the school district who should bft-ftPKf tllf lfl in ...a cb..QQl-k y.t . a r s .-na£L Neither Bessemer Area School District officials nor Gogebic-Ontonagon Intermediate School District officials are avare of any children living in the school district who should be attending school but are not. Is there a problem with students dropping out of school? A comparison of high school dropout rates indicates that the percentage oi students completing high school with­ in for the Bessemer Area Schools has been high. the 1985-86 school year, as reported by Department of dropout rate composite Dropout Education (1987), show for rate School District 1985-86 to the the state rates Michigan composite be 5.8%, the Upper Peninsula as 2.5%, the Gogebic-Ontonagon Intermediate composite rate as 2.4%, and the Bessemer Area School District rate as 0.0%. Education percent of Week (Public high school, 1983) reported the high school graduates in 1980-1981, as a percent 99 of 72.5 9th grade enrollment, to be 72.1% in the United States, percent in Michigan, and 86.0% in Minnesota, which had the highest percent in the nation. the percent of graduates During the same year at Bessemer, as a percent of 9th grade enrollment, was 87.3%. Subsequent year percentages of graduates at Bessemer, as a percent of 9th grade enrollment, were 94.0% in 1981-82, 102.9% in 1982-83, 98.4% in 1983-84, 85.5% in 1984-85, 83.3% in 1985-86 and 109.3% in 1986-87. Is there a problem with absenteeism? Student attendance in the Bessemer Area School District is high. During the 1985-86 school year it was 95.7% in the elementary 1986-87 grades and 95.8% in grades 7-12. school year it was 92.8% in the During the elementary school and 95,3% in grades 7-12. During the first semester of the 1987-88 school year it was 97.2% and 96.2% in the high school. in the elementary school These student attendance rates compare favorably with the 1986-87 estimated composite state attendance rates of 92% that are used Department of Education on various by the Michigan federal reports (T. Howard, personal communication, March 15, 1988). Is there a problem with the students* level of ach leveme.pt? The data students, as achievement indicate a and group, that Bessemer Area School District do not have problems with academic that they generally perform above national and state norms on standardized tests. Most alumni and high 100 school students indicate that they received, or are receiv­ ing, an excellent education. The percentages of students froa the Besseaer public schools, the coaposite of the eight constituent districts of the Gogebic-Ontonagon coaposite Internedlate School District, the of the public schools of the Upper Peninsula of Michigan, and the coaposite entire of Michigan, that scored in the highest cate­ state gory of of the public schools of the achieveaent on the aath and reading portions of the Michigan Educational Assessaent Prograa ((SAP) are shown in tables 4 to 9 (Michigan Departaent of Education, 1980, 1981, 1982, 1983, 1984, 1985, 1986). Besseaer coaparison to tion when fourth the grade students scored very well in other groups except on the 1981 exaalna- they scored uncharacteristically low on both the aath and reading sections of the test and again on the 1982 aath portion of the test. a as imm« « W ^ A sa w v a Besseaer scored in ^ M w 0*. w* the top m 4 » m 4 a m 4 » « * d o ew uaw M w e v v v v h s h category A l l **va» in aath during all years, except on the 1986 exaaination, when the Upper Penin­ sula coaposite seventh grade percentage was higher. also scored at a Students higher rate in the in the top category on the reading exaainations during all years except on the 1982 percentage Peninsula District. and than and 1985 the the exaainations when they had a lover coaposite percentages for Gogebic-Ontonagon the Interaediate Upper School 101 TABLE 4: PERCENT OP 1980-86 4TH GRADE MEAP MATH SCORES IN THE HIGHEST CATEGORY OF ACHIEVEMENT Besseaer M.iuhuOl in BeaSeraer. The superintendent responded to the teachers' statement in April. He electorate only the the board had promised the amount of millage that was needed to operate vould bility that before that in 1979, after two millage defeats in 1978, that be levied. that indicated they a He stated that the charge of fiscal irresponsi­ had been made by them was totally unfounded and had made false statements in their presentation pre-sought audience and media witnesses. stated that the He also $150,000 that the association said had been I ll lost forever was not lost at all, but vas Instead in the pockets of the taxpayers. The teachers worked without a April, when master for the 1986-87 school year were tentative two-year negotiating teams was held during the summer but contract that rejected Contract negotiations by was the reached contract was ratified in October. schedule continued to provide by teachers. negotiating team was named by the association and year until the contract was ratified following the receipt of the fact finder's recommendations. a contract The Bessemer the A new a new two new salary teachers with the lowest teaching salaries on the Gogebic Range. Members of the board agree with the administration that there are that most agree, some excellent teachers in the school system and of the however, members feel others that that are good. there are no poor teachers. a few teachers are just lime diiu uuiiecliiiy their. paychecks. that teachers Some of them do not Several putting in their Sume members Suggested are not sufficiently involved in the affairs of the community. Members of the board stated that most support personnel appear to be doing a good job. Most members indicated, how­ ever, that they receive a considerable number of complaints from the public concerning the poor job that is done to keep the high school, and especially the locker rooms and gymna­ sium, clean. One member stated that he placed a paper under a radiator at the high school and that it remained there for 112 several months. Most members stated that they believed the buildings should and could be kept clean even though they are old. Alumni/ae of that Not the Bessemer schools generally indicated most of the teachers they had were good or all teachers, however, are held in high recent graduate described one of his excellent. esteem. former One teachers as an individual for whom he had a lot of respect as a person but that no effort into making the class stimulating. he He sat "put at his desk and read from the book." He added, "All he needed to do was use a little imagination." Many citizens expressed hostility toward the teachers of the district even though they feel that they are generally good job of teaching. appears to be due to the salaries. Much of this all year. hostility demands by the teachers for better Some citizens suggested that people who work 180 days a year should not expect to receive salaries comparable doing a to those re ce iv ed by college graduates which are who work Others indicated that the district's teachers and other employees should be willing to forego salary increases or even be willing to take salary cuts in order to keep the schools open. The teachers are exist toward them. comments about aware of the negative feelings that One suggested that many of the scathing teachers are made in jest. He nevertheless stated that such comments are indicative of negative feelings toward teachers. of an undercurrent 113 The teachers community. and and find board who suggested that teachers should employment elsewhere if they are not satis­ fied with the salaries that they are receiving. stated, "It isn't that easy to just pick you the Several were especially incensed with members of the community move in turn expressed some anger toward have a up One teacher and leave when family and you've been in a community for many years." Several support its teachers stated that teachers the way it should. indicated that there are some people resent the the community does not fact that both in Another the teacher community who she and her husband have jobs. She believes that this resentment is due to the scarcity jobs in the of area and also because of the low pay that many people receive. The teachers at the various grade levels participate in rather informal social groups. elementary grades the staff. Several teachers in the are cousluereu Innerd by other members o£ Several sources stated, however, that they are accepted and liked by the other elementary teachers but that they remain in their rooms papers, and performing preparing other lessons, jobs during their free time. Several female elementary teachers form one group, pating various A number of male junior high and elementary school teachers also participate informal teachers activities partici­ together. in an in correcting social group. Many of the male high school form a third informal group. Several male faculty 114 members at levels are the elementary, also considered junior loners. shunned by the other teachers. ered to high, and high school They are not, however, Only one teacher is consid­ have a somewhat roguish disposition by many fellow employees. Many teachers of the are support staff indicated that most of the hard working, excellent employees and stated that the relationships that exist between the two groups are positive. attended One the secretary stated that Bessemer schools and that good teachers they had. She then added, talk about the excellent and strict has. . . teachers her really reciprocated by many good.” had they talk about the "A lot teachers . Not all teachers are excellent. are children of people that Bessemer The elementary These positive feelings were teachers at the elementary school toward the support staff. There were some negative feelings expressed by a number • ^ WJ. 1 MW.Avii.atw** C iciucii u a i | —• M U and vice versa. the M m 1 OL.IIUUJ, JU OT « w W m ^ i- ^ wwwei^u U A 4 W ^ M K A ^ male high school teachers are not concerned primary concern is athletics. expressed negative school feelings rather about that that they ^ «■ *£ £ of the their The high school teachers who toward some of the elementary faculty stated that many of those teachers understanding w These elementary teachers feel that many of needs of elementary school students but and U wuvs have no the special needs of high school students mistakenly believe extremely expensive and not important. that athletics are 115 It is apparent that there are problems relating to the relationships that exist schools and community. vill become more among various segments It is probable that these of the problems serious if the district's other problems are not resolved. Is there a problem with insufficient parent and citizen Involvement in the affairs of the_school .dla.trlc.t7An examination of the data suggests that the formal i involvement of the school parents and other citizens in the affairs of district is very limited. parent-teacher organization The participation at meetings, for example, usually consists of about 14-18 parents and two to four teachers. Parent attendance at parent-teacher conferences, however, is better, with about 80% of one or both parents of students in the elementary school, about 65% in the junior high school and close to 50% at the senior high school attending. Citizen education d tt eu ud nce dt meetings generally includes one or two u£ the teachers occasion, several other members of the community. years there has been no public hoard ul and, on In recent participation at the annual truth-in-taxation hearings or at the public budget hearings. There are occasions, however, when larger numbers of citizens do attend board of education parents and teachers meeting due to the only first meetings. Numerous attended an August 1985 special board concern over the large number of students in grade class and another group attended the 116 March 1986 meeting of the board, as described previously. A school district survey was mailed in September 1985 to all registered voters in the district and to the parents of students registered to vote. asked the who were questions district not relating to taxes, presented options that could pursue, and asked services should be cut The survey if it which programs and became necessary to do so. Only 498 of approximately 3000 survey forms were returned. Citizen participation millage elections is at some board of education and less than 400 voters out of an adult population of approximately 3400 in the school district. At other recent elections it has exceeded 600 voters. Considerably more level, however. participation exists at an informal Board members, teachers, administrators, and other employees have considerable contact with parents and other citizens at grocery stores, bars, meetings, ball games, on the streets, in their homes, and in back yards. Is there a problem with the health, safety, and/or adequacy of the school buildings and grounds? A. D. Johnston High School The A.D. Johnston High School is situated prominently near the center of the city highway through property to the city the south occupies the block and on level (US-2) ground. borders the Gogebic to the north. The major the high school County Courthouse Residences are located to 1X7 the vest of the school and an residences lie to the east. business auto dealership and several The major portion of the city's establishments are located within a few blocks the high school to the south includes the spectator and east. of Massle Field, which track, football field, baseball field, and the stands, is located two blocks north of A.D. John­ ston High School. The school and field are separated by the courthouse complex. The oldest portion of the A.D. a two story building which brick veneer, large bell wooden was Johnston High School is constructed framing, and a in 1904 with wooden interior. tower sits atop the old high school. A The newer portion of the school, which was built in 1932 with masonry and construction steel and brick veneer, includes gymnasium on the ground floor and classrooms on floor. of A boiler room, which thegymnasium, was added C O riiie C ta the second is connected to the north side in 1957. A tiie tvu pO&tiufii ul the labyrinth m uaiuifivj • high school includes 11 classrooms, a physics and of Tire chemistry classroom/lab, a biology and science classroom/lab, hall, a the a study band room, a gymnasium, locker rooms, shower rooms, the principal’s offices, and the counselor's office. The High deplorable physical condition of the A.D. Johnston School has been mentioned in various studies. Kehoe (1984) stated, "Bessemer High School needs to be rehabilita­ ted and the oldest section nay need to be He further stated, "There are problems replaced" (p. 54). relating to health. 118 safety, energy inefficiency, and educational adequacy that will require substantial capital outlay to resolve satisfac­ torily" (p. 82). The 1984 Report of the North Central Association evalu­ ation team stated, "The high school facility is outdated and is in poor physical condition. obviously . . . The high school locker and shower facility for physical education and interscholastic unsanitary. sports are totally inadequate, unsafe and This should be given immediate attention. . . . The building does not meet any standards in terms of safety, fire regulations, and handicapped. very poor physical condition. . . . . . Lavatories are in . The lighting in the building is very poor" (Hartzell, 1984, p. 10). The January 14, 1987 University of Michigan accredita­ tion report also addressed the inadequacy of the high school plant. It reported building the A.D. Julius Lon Hiyh Suiiool (Hon, older section situation which needed, of standards relating to maintenance, and plant and equipment The community "The violations the adequacy at 1987). advisory committee stated in its report, of cannot the high school is (in) a critical long continue. While repairs are newer section of the high school plant appears to be salvageable." The committee recommended that the board of education investigate the feasibility of having study done by an architectural, engineering, or contracting firm to determine what could be done with the high school. a 119 Members of iorated condition that they school the of both schools. Several members believed acceptable district board are very cognizant of the is nothing and stated could be done to make the high that a new school is needed if to remain independent. Others indicated the old portion of the high school could be razed and new addition could be added to School. deter­ it or to the that that a the Washington They believe that the buildings need new roofs, new wiring, new boilers, new radiators, new windows, and that the Washington School brick veneer must be tuck-pointed. The board elected to contract with Daverman Associates, Inc. to conduct a feasibility study of its schools in 1987. The Daverman Report (1987) listed numerous the A. D. Johnston High including codes. many School deviations and deficiencies for the Washington School, from the current state building The following were included in the report on the A. D. Johnston High School: 1. The three st ory bui lding does not provide access for physically handicapped persons. (A stair-track device does allow a student who is confined to a wheelchair to move from floor to floor.) 2. The stairs are not enclosed. 3. The classrooms over the gymnasium do not have a second exit. 4. The suspected wood construction in the attic of the original school will require compartmentalization. 5 There is no automatic fire protection system which 120 is required for three story structures. 6. The steel structure in the addition is not protected. 7. The electrical distribution system needs signifi­ cant improvement. 8. Asbestos, which appears to have been used in the building, will have to be removed or incapsulated. 9. There are deficiencies in the clock, fire, public address, and smoke alarm systems. 10. The shover/locker rooms require major improvements. 11. The band and science rooms need improvements. 12. The toilets and plumbing systems require a major upgrade. 13. The interior finishes need to be improved and the carpeting, ceilings, and lighting need to be replaced or improved. 14. The exterior of the building needs to be renovated. 15. The site is very limited, with the fruut lawn being the only land available. The Daverman study identified the current total exist­ ing area at the A. D. feet. It was Johnston High School as 34,000 square recommended that a new high school contain 37,300 square feet. The Washington School The A.D. Washington Johnston High School is located six blocks from the School, a few blocks east and south of 121 the business district in a residential area. It is a three story brick structure that was built on the hillside, facing north, in high the early 1920s. A shop, which is also used by school students, was constructed in the late thirties. It is attached to the rear of the school. classrooms, a science laboratory, an The school has 17 art room, a band room, an industrial arts area, two home economics rooms, a library and study locker hall, area, a gymnasium and stage, a swimming pool, a and four offices. designed as a small office is One of the rooms which was used as a classroom for the learning disability program. Twenty-five steps west entrance below. of must the Washington School from the street Entry can also be made to the school through a less accessible northeast doorway. from the back of the school. barrier be climbed to enter the north­ free. the school is There are utility entrances None of these entryways is Barrier free entrance to the bottom floor of possible through a doorway and interior ramp on the east side of the building. This barrier free entry is into a classroom. The physical condition of the generally better than the A.D. Johnston Washington School is High nevertheless, also needs extensive maintenance including School. and It, repair, major work on the roof, tuckpointing of the brick exterior, and new insulated windows. Approximately 9,000 graveled area square feet of blacktopped behind the school serves as a playground. and A 122 grass and dirt area on approximately 4,500 playground. swings, the east side square feet in area, Playground equipment of equipment that was school, is also used as a includes a slide, four monkey bars, two teeter-totters, a and some the merry-go-round, constructed from timbers and tires for children to climb over and through. The Daverman (1987) report states that there appears to be adequate projected space student at the Washington School to accommodate enrollments. The report identified the following deficiencies at that school: 1. It is a 3-story building with no provision for access by physically handicapped persons. (The building does, in fact, have access for physically handicapped persons via an exterior door and ramp that leads into a classroom on the bottom floor.) 2. The stairs are not enclosed. 3. There is no automatic fire protection system. 4. Suspected wood cons true Li on in Lite attic will require compartmentalization. 5. There are inadequate and outdated electrical and heating systems. 6. There is asbestos insulation on the heating system pipes which will require abatement. 7. The clock, public address, fire, and smoke systems require major upgrading. 9. 10. The toilets and plumbing require major upgrading. There is a need for carpeting, new lighting, and 123 othec building finishes. 11. The roof needs to be replaced. 12. The building exterior needs to be updated. 13. The site is very limited. M a g g U .Field Massie tion. Field has been maintained in excellent condi­ Football practices are not held on the playing field, vhich allows the turf to remain in good condition for games. Ample seating is available for track, football, and baseball spectators. Lights make it possible for football games to be played at night. Is the condition of the bus fleet a problem? The bus fleet during the 1987-88 school year consists of eight buses, two of vhich are used as spares. buses are One of used for the regular morning and afternoon runs. those participate High Four large buses is used to transport students in vocational education classes at the Ironvood School and the vocational center at Gogebic College. Another large bus and used to make noon kindergarten bus, equipped with one 20 runs. passenger year of bus are a wheelchair lift, is used to transport purchase, condition of each bus, as rated shown in Table 11. Community A second 20 passenger two students who are confined to wheelchairs. capacity, who number by the The seating of miles driven, and bus mechanic, are 124 Two members reported the bus to of the board's transportation committee the full board at the April/ 1987 meeting that fleet purchased. is getting They stated action soon old and that a new bus should be that if the board does not to improve the bus fleet it vould be faced with a situation of having to purchase several nev time. A take nev buses 66 passenger bus was, consequently/ ordered during the 1987-88 school year. TABLE 11 BESSEMER AREA S/D BUS FLEET DATA Seating Capacity at one Year p.ur.Ghas_ed Miles Driven 0 Condition Nev 66 1988 65 1983 57,000 Good 65 1980 98,000 Poor 65 1979 57,000 Good 20 1977 108,000 Poor 20 1976 111,000 Poor 54 1975 95,000 Unsafe 60 1970 105,000 Unsafe 54 1970 95,000 Poor 125 How do Traditions. Values, Beliefs. Social Patterns, Preferences, and Economics Interface With Education In This Small Community? Whet Is the history of the community and its schools? The histories of the school district and the community it serves are provided in Chapter IV. What is the ethnic composition of the community today? The family names of students attending the Washington School, and the A.D. Johnston High School are evidence of the varied ethnic heritage of the area. however, have Polish or mixed ethnic Most parentage. students today, A student with a Italian surname may be a member of a church whereas a Protestant student with a Swedish or Finnish surname may belong to the Roman Catholic Church. Duxiuy A.D. the Lhe 1 3 8 6 — 37 school year 33 of 48 Seniors at the Johnston High School responded to a questionnaire from principal parents of concerning their ethnic 43 kindergarten and prep-kindergarten responded to a questionnaire from concerning the ethnic the background students of those students. The 13 are evidence of intermarriage among the various ethnic groups that have settled on the Gogebic Range. were The kindergarten teacher data vhich are compiled in Tables 12 and the backgrounds. of European ancestry All except of the sampled students three seniors and six 126 TABLE 12: NUMBER OP ETHNIC ORIGINS OP 1986-87 KINDERGARTEN AND GRADE 12 STUDENTS Single Twofold Threefold Fourfold Fivefold Sixfold Sevenfold Eightfold Ninefold Kindergarten 1 3 8 13 11 1 3 2 1 Gyade .1?. 2 13 6 12 4 2 0 0 0 TABLE 13: NUMBER OF 1986-87 KINDERGARTEN AND GRADE 12 STUDENTS WITH INDICATED ETHNIC ANCESTRY Nationality Finnish German Italian Swedish English French Polish Irish American Indian Norwegian Czechoslovakian Dutch Scottish Austrian Danish Croatian Bohemian Slavic Swiss Yugoslavian Black Greek Jewish Russian Scandinavian Serbian Slovakian Spanish Kinderqarten 28 19 15 22 17 14 13 15 7 6 3 5 6 4 3 2 1 1 0 1 1 1 1 1 1 1 1 1 Grade 12 19 17 17 10 8 11 12 6 3 3 5 2 1 1 1 1 1 1 2 1 0 0 0 0 0 0 0 0 127 kindergaEten/prep-kindecgarten percentages o£ American students with reported small Indian ancestry, one kindergarten student with a small percentage of Jewish ancestry, and one kindergarten student with mixed European, Black and American Indian ancestry. Do the residents have a strong sense of community? Gregor (1977) describes the community of the Mehinaku Indians of Central Brazil as one that is limited by definite barriers, including waterfalls and rain forest. These barriers have isolated this small enclave of tropical forest Indian culture and allowed it to remain almost completely intact for many generations. Most American communities, in contrast to such aborigi­ nal ones, are a melting pot groups. of numerous cultures and ethnic Public education and intermarriage have facilitated the integration of various ethnic and religious groups in many American communities and almost all of thorn are closely linked to each other and the rest of the world through modern methods of transportation and communication. The Bessemer European linked and to Peninsula the Area American community cultures is a mixture of various and ethnic groups. It is other Gogebic Range communities, the Upper of Michigan community, the state, the nation, and the world via good highways, air transportation, mail, cable television and telephone. school The concept of community in the district is, for these and other reasons, a nebulous 128 one. It Incorporates and overlaps smaller communities within it, abuts the borders of neighboring communities, and is a part of other larger communities. The Bessemer Bessemer and Area School District includes the city of numerous smaller communities in the city and township which were developed around the various iron mines. These mining locations, or villages, include Ramsay, Anvil, Palms, and Puritan. A sense city and in each of the vhich sense of community was the farming area developed a of mining community developed in the locations. Another area southwest of Bessemer in the former Harding School vicinity. The students in Ramsay, Anvil, Puritan, attended school through the ninth communities until helped to area. Students Johnston High Harding grade in their respective those schools were closed. develop and Those schools a sense of community in their catchment from School those K-9 schools attended the A.D. as sophomores, juniors, and seniors, when the Anvil, Puritan, and Harding schools were closed the students vhich from those communities attended the Ramsay School, helped to further develop a Bessemer Township. When sense of community in these students attended the A.D. Johnston High School a nev sense of community was developed. Many and students who attended school in Bessemer Township the divided A.D. Johnston loyalties. vhich they grew High School conseguently developed They identify with the community in up and with the A.D. Johnston High School, but some do not have any feelings of identity with the city. 129 The feelings of community and loyalty by the residents of the district are further complicated by the migration of people on the Gogebic Range. Many range residents do not live in the community in vhich they grew up or in the school district that they attended. The data from the survey vhich vas conducted by the board of one-half of the District are people do community Many of education residents in the suggest that about Bessemer Area not indigenous to the district. not have feelings them like their Many of these of intense loyalty in vhich they live or to the School school to the district. adopted community but feel that, unless you vere born there, you are never fully accepted. In summary, the citizens of the district live ous communities throughout the school district belong to numerous churches, clubs, vhich tend hovever, a to the segregate them. in vari­ and they and other organizations The Bessemer schools are, primary institutions vith vhich many citizens v < piii 4 4 role in the promotion of social ir w n l atf 9 m a *i a v intercourse and integration and in the promotion of the larger community. Hov did the residents react to former school closings and to the annexation of the tovnshlp schools to the city schools? Many residents expressed considerable school in their community vas closed. Several anger vhen the accounts of these reactions are provided on pages 64-66 in the abbrevia­ ted history of the school district. 130 How does the economic condition of fcfcg ssgjjpn IffiPagt til£. school district? The depressed economic condition of the Gogebic Range since the early sixties has had a major impact upon the Bessemer Area School District. The causes of this economic depression and their effects upon the schools and the commu­ nity are presented in the section on the community during the sixties, seventies, and 56-58), the the history of eighties the (pp. section on the community today (pp. 58-62), and section on district (pp. the abbreviated 62-74). history of the school This chronic economic depression has affected the school district in the following ways: 1. The low valuation of the school the total taxable property in district makes it difficult to generate adequate revenues for the construction and/or renovation of schools. 2. The emigration of individuals and families out of Lhe died in d quest for employment. has resulted in reduced student memberships and reduced state membership aid. 3. has The reduced state membership aid to the district caused the elimination of several programs and services and it has been a factor in the payment of low salaries to teachers and administrators. 4. the past A pall has been quarter of cast over the Gogebic Range during a century vhich has created a mood of defeat in many people who feel, for example, that it would be a waste of tax dollars to invest into a nev school. 131 Does the community provide all of the essential features and services of a complete social and.economic community? Most of the essential services of a complete social and economic community Township. are provided A description of in the Bessemer and Bessemer various businesses, clubs, churches, organizations, and government and private services are included in the section on the Bessemer area community today (pp. 58-62). The Bessemer viewed, and Bessemer Township community cannot be however, in isolation from the larger Gogebic Range community. The four Gogebic Range cities and the many small mining locations are in such close proximity that be viewed they must as a larger community which provides more of the essential features and services than any one provides alone. Some citizens believe that there are two additional features that are needed to make Bessemer and the Gogebic Range complete regular a social community. cultural activities, such as art and presentations college or by productions are shows, theater productions symphonic orchestras, and a four year university. theater productions These are each A local groupdoes present year and several theatrical and musical presented by visiting groups periodically. Northland College, a private, liberal arts, four year school at Ashland, Wisconsin, is 45 miles away, Michigan Technolog­ ical University is 100 miles away, and Northern Michigan University is 140 miles from Bessemer. 132 What do the residents of the district believe would...happen to their community if they lost their high school? Many residents die indicated if the high school closed. few years it would businesses boarded up. look that Bessemer would begin to Several suggested that in a like Others Ramsay, with most of the suggested that the demise of the city would not happen quickly but that it would be a slow process. One instead resident spoke for many when he stated: If it were possible I would like to keep our high school. It is important to the community. It kind of draws people together. When you lose your high school the town loses something. I don't mean it dies.There are other communities that have lost their schools and didn't die but you begin to lose population. The people who live in the community don't move out but you don't get young people with children moving in. What value eu u ud L iun do residents LhctL a L u u e i i t b The data of ate indicate the district place upon the receiv in g ? that most people in the school dis­ trict place great value upon the education that students are receiving. important to school The students agree that their education is very them. Almost two-thirds (63.5%) of the high students were in a college preparation curriculum during the 1986-87 school year. One high at the school faculty member stated that he is amazed serious manner with which most students approach 133 their studies. He indicated that when he vas in high school in another community he spent very studying but that at Bessemer he little of his free time sees students studying in the halls and on the steps before school, during noon hour, and after school. Many residents of the school district tion because they feel it curriculum. and Other other is the residents, best favor consolida­ way to improve the including numerous teachers employees, stated that they wished to high school in Bessemer but they curriculum were also added that keep the if the to be diminished it would then be necessary to have a merger. Other indications that the residents of the district place great value upon the education include high rates, few achievement student students receive attendance rates, low student dropout problems with student rates, that and behavior, high student millage approval with a minimum of dissension. Are the residents of the school district satisfied w ith the current educational programs and services that are provided? There of the services vas no major concern expressed by the residents district with the current educational programs that suggestions are provided at the high school. that additional courses in foreign and There were languages, advanced science and math courses, and more instruction with computers would enrich the curriculum. There vas concern 134 expressed by many individuals, however, that the curriculum would begin to deteriorate because of declining resources. High school students indicated that they education. he vas Only one student receiving placement with in an get a good complained about the education an individualized vocational training area business. indicated that they would like to Several other students take vocational education courses but were unable to do so because they needed to take courses in their college preparation program and there was insufficient time to do both. Numerous with the school current personnel indicated junior high school dissatisfaction program, with many comments about the weak science program. Such concerns with the not junior high school curriculum were expressed by persons from outside the school, however. Some parents and teachers of elementary school students indicated dissatisfaction with the elementary school culum because program or music 1L a uiu uuL vocal music include program. physical education An elementary school program was instituted during the 1987-88 school year by employing education, a but teacher whose aide who has a degree in music teaching certificate had expired, to work with the classroom teachers. some a curri­ It vas also suggested by residents that computers should be introduced into the elementary computers is school curriculum because an early necessary if they exposure to are to achieve at a level with students from other districts who have computers. 135 Hov important are high school athletics to the school and to the community? Athletics were important in the community, from the earliest days of settlement. number 1897, one sport "Highlighting defeat vas until when beginning Baseball football vas vas added. the season vas the game vith Ironvood the beginning the and a of a strong rivalry vhich still exists" (Rund, 1984, p. 84). The importance of athletics in the school and community today is reflected in the composition of the Bessemer Area School District faculty. Sixteen of 19 male faculty members have served as coaches in one or more sports. Many elementary school teachers and some and senior high school teachers indicated junior that high sports are important to students and to the community but they suggest­ ed that that it soiue tends to be overemphasized at times. o£ the resources spent on athletics They feel should be spent in other vays. Most teachers believe, hovever, that athletics are very important to the school and the community. that One teacher said her family moved to the area so that their son vould have an opportunity to play football. She stated, Bessemer academic and athletic because of its excellent 'We chose reputation.' Another teacher stated, vith students in sports 'The contact that teachers have carries over into the classroom. 136 It's good £or everyone. When people say too much is spent on athletics they're trying to find a scapegoat.' One member of the high school faculty said, people feel that too much emphasis and I would agree that have told me resent it at times is this that jocks get all of the placed is so. 'Many on athletics Some people press and that they when their child is an excellent student but gets very little recognition.' He continued, 'The whole issue of athletics is like a double-edge sword because I can see the negative aspects but I also see good things about it.' Another member of the faculty stated: Athletics are very important to students. They provide opportunities for learning that cannot be taught in other ways. They provide an outlet for some students and give the community something it can identify with. There have to be limits to everything. There has to be a balance between aca­ demics and athletics. . . . I don't feel athletic programs get more than their share of the school's resources. Much of the resources are provided through the booster club. . . . I admit that foot­ ball is expensive, but if you're going to play the game you have to provide good equipment or your students will be injured. . . . Other yruyrcuuS are costly too. Compare the costs of the band, for example, to the costs of athletics. There is a misconception . . . (by) some people concerning the resources that are spent on athletics. The high them. students at both the high school and the junior school indicated that athletics are very important Sports to play an important role in their identity as Speedboys. Forty students played football season and 38 participated third of the total male in 1986. during the 1985 That is more than a enrollment of the high school. The 137 Speedboys have a record of 285 vins, 203 losses, and 19 ties in football from 1921 through the 1985 season. During the tenure of the current head coach, from 1971 through the 1986 season, the record has been recent years there 92 vins and 50 losses. During have usually been one or more Speedboys who have von state level football honors in class D, vhich consists of high schools vith student enrollments belov 312. The record in boys basketball 1985-86 season is 564 straight vins from and 1921 through the 575 losses, including a record 60 losses in the sixties. Hovever, the record from the 1969-70 season through the 1985-86 campaign is 243 vins to 134 losses. More than the girls at one-half of the boys and almost one-half of A.D. Johnston High School participated in one or more sports during the 1985-86 school year. Students, in response to questions about hov they about athletics, felt made comments such as, 'Great!', 'Glad ve hau Ihe oppuj: Luui Ly. !, and ?I think athletics is very impor­ tant. I vouldn't athletics.' made you lot of One student said proud kids have gone to school here if there vasn't it vas important because it of your school and another indicated that a vould turn to smoking and drinking if they didn't have athletics. The researcher asked a students hov many vould still group of 17 eighth grade prefer going to A.D. Johnston High School if it vere necessary to eliminate all sports due to a lack of funds. Only tvo students indicated that they 138 would still prefer going there whereas 13 students indicated that they would prefer going to another school where sports would be available. Vhen the Speedboys entered into the state football playoffs in 1985, following their undefeated regular season, there were banners and signs throughout the city and town­ ship proclaiming support for the team. Hundreds of adults, in addition to almost unanimous support from older students, attended pep snowstorms miles to meetings and drove hundreds of miles through Several hundred fans drove 1100 to the games. see the championship community and the entire Gogebic reimburse game Range at Pontiac. donated The $8,731 to the school district for the costs associated with the games. The 1986 Fourth of July parade was Bessemer Speedboys, with their football marshal. Several floats, which dedicated coach to the as the grand trumpeted their 1985-86 at h l e t i c ac com pli s h me nt s , were seen by a Ci'O'wu which was, some than estimates, bigger the crowd at the by centennial parade in 1984 (Karpus, 1986). All members of the board of education indicated that athletics and other extracurricular activities are important to students but that they should not take academics. board Some has, expense of programs over board members believe, however, that the at times, supported athletic academic programs. have precedence not been programs at the They indicated that athletic cut unless there was insufficient 139 student interest in those programs, but that elementary vocal music and physical education programs were eliminated. The board of superintendent education, upon recommendation of the andhigh school principal, voted to discon­ tinue football competition with the Ironvood School District after the 1986 season. It was a difficult decision, consid­ ering the great interest in and Ironvood, school throughout game, not only in Bessemer the Gogebic Range. The high principal, vhen asked about the decision, explained, "We knov gate but the it has been a great rivalry and it vas our biggest of the year, but we just wouldn't be competitive We had 42 the road. . . . through senior, our kids vould while kids out down for football, freshman Ironvood had 97. . . . W e just felt beovermatched competitively and the bottom line is that ve have to think of their safety and well being" (Trethevey, 1986). There .1 I „ J U i & X — X. i L i t i are, _. U - w itu recommended nevertheless, many residents of the school _ d i e _ _ A. - . . I u u i* cutting J ci v x u t a i i o • sports first to reduce r ia u j' costs, A < A M v i u u c iu if it became necessary to do so. What are the attitudes in the community toward InstltvLting changes in the educational delivery system? Many of the alumnae/i of the A.D. Johnston High School, that about the researcher interviewed or visited with informally their schools, that the were A. D. Johnston concerned about the possibility High School may be closed due to 140 declining enrollments, inadequate funds, and other problems. Almost all of them, however, indicated that they were not willing to keep the school open if it meant that students of the district would receive an inadequate education. The Bessemer distributed September Area School District Board of Education a survey to the citizens of the district during 1985 requesting responses to various questions. In one section of the survey the respondents were asked to rank ten options that the school district could implement to provide educational programs and services superintendent's analysis the of the to students. The responses indicated that options were favored in the following order, with the greatest support for the first option listed: 1. Work for a three-way merger among the Bessemer, Ironvood, and Wakefield school districts, with of a new construction high school which vould serve students from all three communities. 2. Maintain additional courses a high to school in Bessemer but provide the students of the district through cooperative programming with other local school districts; raise taxes within authorized limits, if necessary. 3. Work for a three-way merger among Ironvood, and Bessemer the Wakefield, school districts, with high school students attending school in Ironvood and/or Wakefield. 4. Maintain additional by the a high school in Bessemer but have courses provided through an area center operated intermediate school district; raise taxes within 141 authorized limits, if necessary. 5. Vork for a merger with the District, with high school Ironvood students Area School attending school in Ironvood. 6. Continue operating the district's schools the best way possible, millage for vithin as long as possible, and increasing the the limits authorized by the voters and the state constitution; reduce programs and services and lay off staff vhen necessary. 7. School Work for a merger vith the Wakefield Tovnship District, vith high school students attending school in Wakefield. 8. Continue operating the schools in Bessemer the best way possible, for as long as possible, vith the current tax levy; reduce programs and services and lay off staff vhen it becomes necessary todo so; no major renovations or addi­ tions to buildings. 3. Contin ue operating the schools vay possible; renovate the high school, tion through additional long millage in Bessemer the best funding the renova­ term bonds vhich vould be repaid through over a long period of time; raise additional millage for operation vithin authorized limits if necessary. 10. best Continue operating vay School through the schools in Bessemer the possible; build an addition to house long term the high bonds to school, funding vhich vould be the the Washington addition repaid through 142 additonal millage additional over a long period o£ time; raise taxes for operation vithin authorized limits, if necessary. The researcher did an analysis of the survey data based upon an assumption that the first two options chosen by a respondent were indicative of strong support, that the third and fourth choices denoted moderate support, that the fifth and sixth choices signified neutrality, that the seventh and eighth options chosen denoted moderate opposition the ninth and tenth choices The levels of support suggested and strong opposition and that opposition. according to this analysis are shown in Table 14. The researcher's analysis supports the superintendent's finding that a 3-vay merger, vith construction of a nev high school, received the greatest support from the respondents. The number of people who strongly supported this option vas double the number who strongly opposed it. The analysis in Bessemer, through indicates that maintaining a high school while providing additional courses to students cooperative districts and programming raising vith other local school taxes vithin authorized limits, did not have as much strong support as a three-way merger vith a nev high school but it support. This option also did had have considerable moderate the fewest number of people who indicated that they were opposed to it, vith only one-fourth of opposition. about the respondents indicating moderate or strong 143 TABLE 14: RESEARCHER'S ANALYSIS OP CITIZEN RESPONSES TO VARIOUS EDUCATIONAL OPTIONS Option Strong Support Moderate Support Moderate Opposition Strong Opposition 1 167 58 53 62 84 2 72 130 116 59 41 3 152 76 40 72 89 4 62 116 121 77 45 5 113 83 57 56 118 6 84 45 105 78 101 7 66 106 43 70 137 8 81 50 94 72 122 9 75 51 58 94 137 10 60 44 67 96 148 Note: fouiiu on Neutral A complete description of pages 145-147. The the various following options is are abbreviated descriptions to assist the reader in studying the table. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 3-way merger; construction of a new high school. Maintain H/S; cooperative programs with other schools. 3-way merger; students attend H/S in Ironwood/Wakefield. Maintain H/S; cooperative programs at area center. Bessemer-Ironwood merger; students attend IronvoodH/S. Maintain H/S; increase taxes; reduce programs, services, and staff vhen necessary. Bessemer-Wakefield merger; students to Wakefield H/S. Maintain H/S; maintain tax levy; reduce staff, programs, and services if necessary. Renovate the high school. Build an addition to the Washington School to house the high school. 144 A three-way Bessemer school merger among the Wakefield, Ironvood, and districts, vith high school students attending school in Ironvood and/or Wakefield, was supported by a little over one-half of the respondents. however, considerably greater There was, opposition indicated to this option than vas shovn to the second and fourth options. Maintaining a courses provided intermediate high school in Bessemer, vith additional through school an area district, did not have as much support as several of the other less, have center operated by the considerable options. moderate strong It did, neverthe­ support and it had less opposition than all options except maintaining a high school in Bessemer while providing addition courses through cooper­ ative programming vith other local school districts. A merger vith the Ironvood School District, vith high school students attending strong and ...... - -- wei. i j e x support - - * 1- 1- wxuu attending the I.U cuts , school strong l. » r I . 1 S n a n cix ciu in Ironvood, opposition. n _ 1 ________ 1 ounuui n t - had both The support for a I -A. u ibu liu u ^ ..j 1.U wxl.ii o u u u c i i l .o Wakefield High School, vas more moderate and the opposition was greater. indicated considerably The greater respondents opposition to the survey than support to the remaining options. Comments relating to the options included: "If our system cannot afford to give our children a veil rounded educationthen we need to merge vith someone to see that our children are properly served." "I vould rather see a goodclass B sized school than 3 mediocre small schools." 145 The nev high the county seat." school be built "in Bessemer - A three-way merger vould be supported, "Only if the new school is NOT built in Ironvood." This will not be an easy problem to solve. Coop­ eration among all three districts is vital and the focus should be on vhat vould be best for the area in the next 50 years and not just the next 5. "Ironvood has room for our kids all read [sic!. Burn down the Bessemer High School. The fire department needs the practice." "I don't think the high school and Washington should Qfl. vay be together. . . . " Support for an area center operated by the intermediate school district vas indicated, "only if controlled by local boards - too vide an area vith intermediate board." A merger in vhich students vould attend school in Ironvood or Wakefield is opposed because, "It vould be impossible to get this done - ve don't want another Bergland situation in our community." The nev high school, vith a three-way merger, "could be built on GCC" [Gogebic Community Col­ lege] "campus grounds. Avoids extra busing." "I believe ve should think of building a nev K thru 12 school between Bessemer and Wakefield. Leave out Ironvood. Centrally located." "Join Ironvood as soon as possible. This is the only viable alternative to provide future quality education to Bessemer students." "Our problems have been in existence for the past several years. Consolidation is inevitable! Let's get on with it!" "Why merge vith Wakefield vhen in the future ve will end up with Ironvood anyway. All three will be together. Make one move, not two." Buy the St. Sebastian school. (state tuition will pay for it in time) Use it for grades 1-6. Use Washington school for Jr. High and H. S. Tear down old high school and use the space for parking lot for the gym. 146 I think ve should strongly encourage all people concerned to think about closing St. Sebastian grade school so that Bessemer doesn't lose so much state aid each year. We vould be in a stable con­ dition then. I think the majority of the people in Bessemer vould rather lose one of the elementary schools and keep their high school, rather than keep tvo grade schools and lose their high school. (A tovn vithout a high school slowly dies out.) "I vould like to see a nev school built for the area. The high school [A.D. Johnston] is a fire hazard and should not be used." When it becomes necessary to start cutting our programs and curriculum, then I believe it is time for a change. Our children's quality educa­ tion should be more important than maintaining a building. "Contact bishop in Marquette about closing the Catholic school." "I do think consolidation will have to be the bottom line. All area schools are faced with the same problems." "We are the county seat. Let us renovate and keep our high school. Freeze all wages including teachers and administrators." "I believe a nev high school located in a NEUTRAL ZONE would be the best vay to go, vith the following districts participating: Bessemer, Bergland, narenisco, and Wakefield." "Cooperative programs should be investigated before closing of high school." "Possibly include Marenisco in a merger vith Bessemer and Wakefield." Would like to see our high school continue as long as possible, but I feel any decision should take into consideration an eventual merger in the future. Could such a center [operated by the intermediate school district] be situated and designed to allov the option of future additions to the building to have a consolidated high school for Bessemer, Ironvood and Wakefield? I feel this should be brought out to the public as the means of saving the Bessemer School 147 District. . . . 1. Continue to operate as best ve can vith a slight increase in millage and vork tovards the closing of the Catholic School vhich vill greatly increase our revenues. This is the only salvation for our district. "I also think its the Board's responsibility to let the public knov hov much revenues is [sic] actually lost having the Catholic school operating." "The reason ve bought our house in the city of Bessemer is that ve vanted our children to be able to valk to the school ve chose for them instead of being bused at random to different schools." "Do anything, but keep our school1" "Why campus?" not put" the nev high school "on GCC Our population is decreasing - ve have nev schools that are closing - that could be made use of in­ stead [of] getting nev ones. Too much emphasis is on money - fringe benefits and hov much they can spend but never vhere it could be cut dovn. With poor economic times, consolidation is inev­ itable, might as veil do it nov rather than reduce programs and quality education. Our kids deserve a top education, especially in these hi-tech times. A failing district cannot provide this. "Educating the youth of our tovn is of para­ mount importance. Consolidation is the answer." "If additional courses are needed have them provided by the junior college - not the interme­ diate school district, vhich could veil be elimin­ ated as a clearing house.” "It is nov time to consolidate, after 30 or 40 years of 'bickering' over vho should go first!!" "They can buy the St. Ambrose School. We must avoid building a nev complex. The economy of this area does not make it feasible." "Increase all classes by a fev students to save space and save the endangered species 'the tax payer [sicl.'" The researcher, as he talked to residents throughout 148 the district, that vere Many many in response made retired taxes heard are citizens too high. are o£ the same types of statements to the board's questionnaire. firm in their conviction that A large number favor consolidation because they believe their taxes will be lover. township resident indicated, 'The people from One retired Bessemer want to keep the high school open but they have to face up to the declining enrollments, declining funds and deteriorating buildings just like ve did in the township.' Many people support merger because they believe it will provide improved educational opportunities to the of the district. Some are torn betveen keeping their own high school and maintaining a quality education. stated, children One mother 'I vould like to keep our own high school but I have children in school. I have to think about what is best for them.' There is wvoi ing considerable disagreement among citizens who a mciycx., as surges Leu lit the b o a r d s t u d y , c o n c e r n ­ vhich resident school districts should be involved. stated, way merger, One city 'Some people say there should be a three- others want to go to Wakefield and some want to go to Ironvood. Most people downtown vant to keep the school open.' Many vere people however, who at first indicated that they in favor of merger, vere not firm in their belief that it is the best option. For example, one professional woman, vhen thought vould be the best option for asked what she 149 Bessemer, indicated Ironvood and she vould that she favors a consolidation vith Wakefield, but that if that vas not possible, prefer a merger vith Ironvood because it vould offer Bessemer students a better curriculum. She added, as an afterthought, "Of course my first choice vould be to keep our ovn high school if ve could offer an adequate educa­ tion. " Likevise, a male alumnus of A.D. Johnston, vhen asked vhat he thought needed to be done vith the school stated, 'I guess the only real option is a merger vith Iron­ vood. I don't other vay. see hov ve can keep adequate programs any Do you?' After further discussion he added, it vere possible I vould is important to the you like to keep our high school. community. together. When something. I don't mean it dies. lose 'If It It kind of dravs people lose your high school the tovn loses ties that have lost their begin Lu situation schools population. The There are other communi­ and didn't people who die but you live In the community don't move out but you don't get young people vith children moving in.' A retired that he businessman favored that vhat the tovnship also stated a merger among the Bessemer, Ironvood and Wakefield districts. stated from As he continued to talk, he vould hovever, he really like is to see the St. Sebastian School close so that the increased from those students attending the public state revenues schools vould make it possible for the high school to remain open. 150 Many teachers and other employees openly stated that they are concerned about losing their merger but they also indicated children should teachers and support be the if there education is a of the the primary concern of everyone. members for that jobs of the board of education Many indicated cooperative programs as a means of maintaining or improving the curriculum. The option has begun to of be building a nev high school in Bessemer discussed during the 1987-88 school year. This new option appears to have its greatest City. support in the There is, however, considerable opposition to this or any other option which vould require an increase in taxes. Do members of the board of education represent the ethnic and religious diversity, traditions, values, beliefs, social patterns, and preferences of the community they serve? Members of the board of during the 1986-8/ school year. indicated, the education were interviewed Therefore, unless otherwise responses relate to the 1986-87 board of education. The Bessemer Area School District Board of Education has seven members who are elected at large. two decades the serving on it. board has The board, During the past generally had one during the 1986-87 or twowomen schoolyear, is comprised of one woman and six men. Six of one lives seven members of in Ramsay. Four the board live in the city and members are indigenous to the 151 city and one is native to the township. a nearby One member is from western Upper Peninsula community and the seventh member is from Wisconsin. The members of the board are Finnish, Finnish-Swedish, German-Polish-Austrian, German, Italian, Polish-Slavish, and Polish-Swedish. Five members label themselves as Catholics and two stated that they are Protestants. that they do churches. None of the members believes that there currently is any not Several indicated participate actively as members of their significant degree of religious bigotry in the Bessemer area. School prayer has not been a prominent issue with the citizens of the Bessemer Area School District, including the members of the board of education. Two members indicated that prayer should be allowed in school but they were not vociferous in their opinions. Several board members believe it would allow prayer in school if all be students are appropriate to in agree men t with what the prayer it should not be permitted if any student Others indicated student at any that time silent prayers can without is, but that is opposed to it. be said anyone else knowing it. by a One member believes that public schools in the United States are not an appropriate forum for any type of state sanctioned prayer or any other religious service. Five Bessemer have of the current board members attended either Township children who or Bessemer City schools. the Five members are graduates of the A.D. Johnston High 152 School, three have children who attended the St. Sebastian School, and one has two children who are currently attending the Washington School. All seven ates, vith members of the board are high school gradu­ four High School. members being Two members have graduates of A.D. Johnston college degrees and another member has five years of education beyond high school. Three of the four board members who are A.D. Johnston High School graduates stated that they have good memories of their school years. strict and back." The not that he fourth remember vocational that the discipline vas Another stated, HI wish I could go board member who graduated from A.D. that those years vere all right but that he wishes college indicated appropriate. Johnston stated does One them vith great fondness. he vould courses in preparatory have He indicated had an opportunity to take high school, rather than a strictly curriculum, because vocational classes vould have been o£ greater value to him. The members works for works as works a a of the board have varied occupations. newspaper in the printing department, another maintenance independently another works One as a in man for a ski hill, a third member farming postman and machine in Bessemer. repair, and The other three members are employed as an administrator for a low income housing authority, as an anesthetist for a hospital, and as a school administrator. Three members of the board identified themselves as 153 Democrats, one stated that he is a Republican, and three said they are politically independent. Most of them indica­ ted that they often vote for the person that they think will do the best job, regardless of party affiliation. The members education from of the one to board have served on the board of eighteen years. that the reason he ran for the board that he should do something for indicated that he wanted to the vas One member stated because he community. participate in felt Another grass roots government but he did not want to serve on the city council. Several members expressed a general interest in education as their reasons for running. Two members stated the reasons they wished to become could do whatever possible to that one of members vas so that they maintain a high school in Bessemer. All of the members of the board indicated that if a nev prison were to be built on the Gogebic Range, with an influx o£ prison employees, or other They also Black Lhey would nut minority students attend stated teacher if object to having BlawkS the Bessemer schools. that they vould not object to employing a that person is the best applicant. They all stated that they do not consider themselves to be preju­ diced toward any any ethnic or religious groups. One member indicated, however, that he dislikes individuals who attempt to impose their religious views and standards upon others. Several members indicated that they object to giving members of minority groups preferential treatment. Another member 154 stated that he dislikes peoplewho are on welfare for a long period of time and they do not Members of primary the purpose board of attempt to get jobs. Indicated that they believe the schools is to provide students vith a basic education vhich will permit them to continue in higher education or lack frills members vith to secure employment. but agree I don't that the One member stated, "We think they're necessary." current curriculum is sufficient, some exceptions, to provide the students of trict vith a good education. need to introduce curriculum and junior Such computers into the need to exceptions the that the without serious current damage to the dis­ include the elementary school strengthen the elementary and high school science curriculum. believe Other curriculum Almost all members cannot reduced be the education that students are receiving. All other members of the board indicated that athletics extracurricular activities arc important to but that they should not Some members take precedence over students academics. believe, however, that the board has supported athletic programs at the expense of academic programs. stated and They that no athletic programs have been cut unless there vas insufficient student interest in them but that elemen­ tary school vocal music and physical education programs vith teachers trained in those specialty areas vere discontinued. Most members of the board independent district vould like to maintain an vith a high school in Bessemer. They 155 ace not, however, willing to maintain district if the quality of lowered. the an independent school current curriculum must be One member stated, "I'm dead set against keeping it open at any cost. off the board." If we start to cut curriculum I'll get He added, "It won't be the end of the world if the kids go to Ironwood." Some members should participate gramming with the of small the board believe that the district to a greater extent in cooperative pro­ other districts. They expressed concern over number of students in some classes and indicated that the administration should provide leadership in facili­ tating such participation. None of the members of the board indicated that they have a solution to the district's fiscal problems. They are aware that the Bessemer Area School District and other units of government are assessing near the maximum millage allowed under the Several to Michigan members remain Constitution for operational purposes. believe that the only way rot the di st ri ct independent is for the St. Sebastian close or for many of the School to parents of current St. Sebastian students to change the attendance of their children to the Washington School. One cannot school support two board systems. school goes or the public school positive vibes from will need to look at member stated, "Bessemer Either the parochial goes. If we don't get St. Sebastians during the next year we merger." Members of the board are aware, however, that the decision relating to the attendance 156 of students at St. Sebastian is strictly a for the parents private matter of each student. Only one member of the board believes that the state should not set minimum curriculum standards for local school districts. Education One member stated, 'The Michigan Department of should determine most of the curriculum for local school districts.' He then added, 'If they dictate, they should also pay.' One member intermediate of the school as a liaison local school board believes that the role of districts should be limited to serving between the state department of education and districts. Other members indicated, however, that they view the intermediate school district role to much school larger. Several suggested that districts could not afford to education programs and assistance and dvd 1iabie for provided by members stated provide that services vocational stuueiits the provide all that leadership local of the special are mandated without education would not be IiOm small schools if they were not intermediate school that most be district. Several an intermediate school district should and assistance to local districts in instituting innovative programs, services, and technology. In summary, the representative ever, several district. board of education is, in most part, of the community it serves. ways in There are, how­ which it does not typify the school For example, there is only one woman on the board and there was only one township resident on the board during 157 the 1986-87 school year and none during 1987-88. are no unemployed board. citizens or There also welfare recipients on the The board does, however, include Democrats, Republi­ cans, Independents, non-natives. Catholics, Protestants, natives and Several members attended the city schools, one attended the township schools, and several attended school elsewhere. A majority the A. D. of the members of the board graduated from Johnston High School but three members did not. Most members wish to maintain the high school in Bessemer, if possible, and a few indicated that they would do whatever possible to however, keep that effective diversity to the city. vould Several members feel, provide maintain and improve These of in consolidation vay district. it attitudes and opinion the most cost education preferences in the reflect the that is expressed by the citizens of the school district. Board members agree with most residents district that the primary purpose provide students them ment. to vith continue a of their of the school schools is to basic education vhich will permit in higher education or to secure employ­ They also agree with the majority of citizens in the community that without serious receiving activities and are the current damage that to curriculum the education that students are athletics important cannot be reduced to and other students maintaining school and community spirit. and extracurricular necessary for 158 Which Options for Providing an Educational Program to the Youth of the and of Sufficient School District Quality to Merit Consideration? There are numerous major, far-reaching vhen consolidation, are are Feasible factors vhich educational must be considered decisions, such as being contemplated in a school district. Decisions concerning programs, services, curriculum, policy, and methodology mined that sums of a change is needed. money construction once the can be reversed or modified if it is deter­ into of a the A decision to invest large renovation of schools or into the nev school cannot be reversed, hovever, contracts for construction or renovation have been completed. The taxpayers of the district vill be obligated to pay the debt even if the nev or renovated school is later closed. Likevise, a decision to consolidate vith another school ul&Lx.l(jL is fiiictl in Michigan once an el ec tio n the question is approved by the voters. lation approved by the legislature and such a decision. It is, ie helu aiiu Only special legis­ governor can reverse Such special legislation is very unlikely. therefore, very important that the citizens of the school district conduct a comprehensive examination of the issues so that they can make an informed decision about the future education of their children. Such decisions are among the most important that citizens can make at the grass roots level. 159 methods enrich Of deliverina the curriculum make it Dossible to the current curriculum and/or to replace portions Pt the delivery system to make it more cost effective? The Bessemer Area School District currently partici­ pates in several cooperative programs vhich greatly increase the number of educational programs, services, and curricular offerings that district. made These services that mediate are participation special education programs and provided by the Gogebic-Ontonagon Inter­ District in to the students of the include are School available area (as outlined on pages 91-96) and vocational education programs, as listed in Appendix A. A cooperative schools of Gogebic school year. The academic County program vas for all of the public formed during the 1984-85 Wakefield Tovnship School District made French I and II, ddvdiiceu uiaLh, diiu physics avail abl e to the other districts and the Ironvood School District made all of its classes available. There have been no Bessemer Area School District students vho have taken classes through this arrangement. Participation in this cooperative effect, expand the curriculum at vould, in a relatively lover cost than attempting to provide all classes at Bessemer. The Bessemer School District has shared a home econom­ ics teacher several vith the Wakefield Tovnship School District for years. The Wakefield High School and the Ironvood 160 High School are each approximately Johnston High light School. traffic travel allow all three communities. the high schools easy, spent driving. vould A four lane highway vith relatively connects between six miles from the A. D. It is the vith This makes minimum time probable that sharing other personnel districts to reduce their costs and/or increase their program offerings. All of the schools in Gogebic County have students who participate in the vocational classes High School math, and Gogebic Community at the Ironvood College. Advanced advanced science, foreign language, and other classes vith small the at held enrollments could be provided cooperatively at Ironvood High School or at the college during the same time period, vith little or no increased costs for transpor­ tation. The employed by utilization the of teachers who are currently local districts should make it possible to expand curricular offerings and possibly reduce costs to the participating currently trative districts. employs agency The local school district that the teacher could serve as the for that adminis­ class, thereby avoiding problems relating to seniority and other contractual obligations. Several systems, an two-way interactive instructional television funded by the Michigan Department of Education experimental basis, are on currently being used to teach students in success. One project is located in the eastern Upper Penin­ sula several schools simultaneously, vith and another in the rural, northern reported part of the Lower 161 Peninsula of Michigan. These projects use transmission towers and are, consequently, very costly. however, that the Ironvood, Bessemer, It is possible, and Wakefield school districts could provide instruction to students in all three districts using one-way the television, existing coupled cable television network for with an interactive telephone system that would allow students in the satellite classes to communicate with the teacher. Twelve rural school districts in northern Wisconsin are currently using Spanish to of the those interactive telephone instruction to teach students in those districts. Cooperative districts The administrator Educational Service Agency which serves stated that the data indicate the students are learning at a higher rate than students in a traditional foreign language Bessemer and Peninsula classroom. other school Expanding the curriculum at districts in the western Upper should be possible by using this option, at a relatively low cost. Is maintaining the status quo a feasible option? Maintaining the current educational programs, services, and curriculum option in because of the current buildings is not a feasible the condition of the buildings. inadequacy on pages unsafe The and unhealthy problems physical relating to the and unsafe condition of the schools (as detailed 116-123) are of such magnitude that other factors do not have to be considered to reach this conclusion. 162 Is PEQVlfllnq an educational program in a new K-12 school. without merger. a feasible option? There would associated with be numerous advantages and disadvantages maintaining an educational program in a new K-12 school in Bessemer. 1. The advantages include: An independent school system would continue the educatlon-is-important tradition that exists in the communi­ ty and schools. This focus upon the importance of education would, in all probability, 2. be continued in a new school. The feeling of community that is the schools at Bessemer would be associated maintained, with including the informal support system that exists among teachers, adminis­ trators, and members of the community. Parents and citizens would probably be involved in the affairs of the school to a greater degree than they would be if the high school were located in another community. 3. among The the youu rel eL iu uS hi p LliaL exists, in most part, students, faculty, and administration would be maintained. 4. barrier A new facility would provide a safe, healthy, and free environment that would be conducive to ing, with adequate space for regular programs and services. learn­ classes and supportive A new facility would be adequate to meet the needs of the new school district for many decades. 5. Maintaining a high school in Bessemer would keep transportation costs and time in transit at a minimum. 163 6. Maintaining a high school in Bessemer would allow greater participation in extracurricular activities because most students would be able to walk to and from school. 7. Maintaining a high school in Bessemer would allow more Bessemer students to participate actively as members of athletic teams. the team, for The 12 varsity basketball players who make example, would probably be reduced to two or three players in a three-way merger, with possibly one or none as starters on the team. 8. Maintaining a high school in Bessemer continuation of the Gogebic Range athletic solidated high school would would rivalry. allow A con­ require traveling much longer distances to compete against schools of the same size. 9. The good discipline would be maintained. that exists in the schools It would be easier to control problems relating to substance abuse in a smaller school. 10. A new school would provide a larger play and out­ door activity area i£ it were constructed on a 20 acre site, as proposed by Daverman (1987). 11. Maintaining a high school in Bessemer would help to maintain the community economically, socially, and cultural­ ly. It would continue to serve as the center of many community activities. 12. The education of students School District would the Bessemer Area remain, to a large degree, under the local control of school board township. in members from the city and 164 The disadvantages that would be associated with main­ taining an educational program in a new K-12 school, without merger, include: 1. A weaker curriculum than would be provided in 2. more A quality difficult to would probably be available a consolidated school district. educational maintain, program would probably be if there were an additional decline in student enrollments and state aid, than in a con­ solidated school district. 3. new Fewer opportunities would friends be available to develop and relationships than would be available at a larger consolidated high school. 4. Fewer extracurricular activities would be available than would be available at a consolidated high school. 5. There would be an additional substantial tax burden to pay for the cost of a new facility. The taxes to pay the debt retirement would probably have to be assessed for 30 years. Is.,pj9.vi.d.lnq .an ed uca t j, ona.l_progoji in renovated schools a feasible option? Renovation of the Washington School and the A. D. John­ ston High School is a feasible option if the citizens of the district are willing to pay for would be involved in the the project. substantial costs that The advantages of renovating the schools are: 1. The costs of renovation, if the Daverman (1987) 165 estimates are accurate, are less than constructing a nev school. 2. Renovated buildings vould provide and accessible learning environment to school district. a safe, healthy, the students of the Renovated buildings should be adequate to meet the needs of the district for many decades. 3. Renovation of the high school, without demolition of the old portion of the building, would maintain a build­ ing that is of historical importance to the community. 4. with Many of the advantages that were listed previously the construction renovated schools. the of a new school would also apply to Those advantages include: maintenance of education-is-important feeling of tradition, maintenance of the community that is associated with the schools at Bessemer, maintenance among the students, transportation of the good relationship that exists faculty, costs and and time administration, keeping in transit to a minimum, greater participation in extracurricular activities, greater active participation as members of continuation of the Gogebic Range athletic nance of good discipline, helping athletic teams, rivalry, mainte­ to maintain the community economically, socially, and culturally, and maintaining con­ trol of education at the city and township level. The disadvantages associated with renovating the Wash­ ington School and the A.D. Johnston High School include many of the ones associated with the construction of a new school in Bessemer. The disadvantages include a more restricted 166 curriculum than district, would be provided in a consolidated school difficulty in maintaining there were an additional decline in state aid, fewer opportunities for friends and for a quality program if student enrollments and students to develop new relationships, fever extracurricular activities students, and a substantial tax increase to pay the costs of renovation. An additional disadvantage of renova­ tion, in to comparison new construction, adequate outdoor play and activity areas is the lack of at the Washington School. Is a three-wav merger of the Bessemer. Ironwood, and Wake­ field school districts a feasible option? The Bessemer, Ironvood, and Wakefield have a combined school year of 9 0 8 students. within the 7 5 0 - 1 2 0 0 high school enrollment xecum iuenueu school high school districts school enrollment during the 1 9 8 7 - 8 8 Kehut: ( 1 3 8 4 ) . by enrolling 900 This student population falls KeliGe range otateS th at that a is high students requires 2 0 6 square feet per student, on an average. The Luther L. Wright Junior and Ironwood, which was constructed in square feet. Senior 1924, High School at contains 1 5 0 ,8 9 2 There would be 1 6 6 square feet per student if all of the high school students who are currently enrolled at the three high schools attended the Ironwood High School, which is 4 0 square feet per student less than the recommend­ ed amount. The Wakefield Junior and Senior High School 167 contains only 77,000 square feet. It would provide less than one-half of the total area needed to high school students. house all of the The A. D. Johnston High School, if it were renovated, would also provide less than one-half of the total area needed to house all high school students in a three-way merger. It appears under three all high is that a three-way consolidation is possible different circumstances. First, a merger with school students attending the Ironwood High School feasible if an addition to that school is built to provide additional space and the junior high school students from Ironwood are transported to Bessemer or Wakefield or a new junior high Ironwood. Second, a three-way merger, with students housed at school is constructed or two high schools, would also be possible space were provide many I . 1 d t u u u i f acquired. of I 1 l u u x u u i i i ^ the if in additional Two high schools would not, however, advantages of a J a n purchased C A ^ a u u c u u u i i a. a w u a u r n • consolidated % a 4 . U J ». J u iix xu high I v ^/w ivu I _ xo the construction of a new high school. The distance from Wakefield to Ironwood is approximate­ ly 12 miles, with Bessemer located midway between them. A new high school, located near the population center between Ironwood and Bessemer, would require some additional trans­ portation of the students additional travel from all three communities. would be excessive, however. None of Some students from Wakefield and Bessemer are already transported to the Ironwood High School and to Gogebic Community College 168 to participate in area vocational education programs. would, therefore, be very little There additional travel involved for them. The advantages of a new high school to serve students from Ironwood, Bessemer, and Wakefield are: 1. A new high school that is not located in any of the three cities would give students throughout the new district equal ownership in the school. High School citizens from opportunity to establish It would not be the Ironwood the Wakefield It would be the Gogebic High School. Many civic leaders that the an other or the Bessemer High School or High School. 2. and Gogebic Range and other citizens have stated communities would have a better opportunity to prosper if there were more cooperation the communities and less competition. that served students from all A new high among school three districts would be a major step in promoting Gogebic Range cooperation. 3. The Gogebic Rdiige con La Ins numerous olu, dilapidat­ ed buildings, miles of poor streets and roads, and a general infrastructure that is in need of construction of a new high Gogebic Range school considerable repair. would help The to give the a progressive look and its citizens a feeling that the area is capable of sustaining and improving itself. People would be more desirous of living in an area that has demonstrated a commitment to education and New businesses community. would also to its future. be more apt to locate in such a A new high school would not only help to sustain 169 the Gogebic community culturally. economically, but also socially and It would serve as the center for many Gogebic community activities. 4. A new facility would provide a safe, healthy, accessible learning regular classes environment, with adequate and space for and various support programs and services. A new facility would be adequate to meet the needs of the Gogebic community for many decades. 5. to A larger consolidated school district would be able provide a more comprehensive curriculum, programs, and services to students at all grade levels. 6. to A larger consolidated school district would be able provide classes near the optimum size rather than having some classes with too many students and others with too few. 7. A new high school would alleviate the crowded conditions that currently exist in many of the Gogebic Range schools. Administrators and teachers would have an oppor­ tunity to use the additional space in creative ways for the benefit of elementary and junior high school students. The current Ironwood 5-8 middle school would include for High School could possibly house a the entire consolidated district, which approximately 675 students. This student population falls within the 600-900 range for middle schools that is recommended by Kehoe (1984). 8. The programs for severely and trainable mentally impaired pupils that are operated by the intermediate school district could be moved to a public school, in accordance 170 with state and federal least restrictive environment policy. 9. If there were an enrollments and state aid it quality additional would decline in student be easier to maintain a educational program in a larger consolidated school district than in three smaller districts. 10. Greater students to opportunities develop would be available to the new friends and relationships in a larger high school than are currently available. 11. More extracurricular activities would be available than are currently available. The disadvantages associated with having a new consoli­ dated high school include: 1. There would be substantial additional taxes to pay for the cost of the new high school. 2. The feeling of the schools informal — j at .. ; _ j a. that is associated with Bessemer would be diminished, Including the support dUUlililbUiOLUiO/ community ---- j cuau system - i - i , - - uutici that M j i. ; uaui^giio* would probably be involved less in exists among i r a 4. c i i b o teachers, 4* < 4. the affairs of the high school than they would be if the high school were located in their home community. 5. Transportation costs and time in transit would increase. 6. The number extracurricular of students who would participate in activities would probably decrease because students could not walk to and from school. 7. Fewer Bessemer Township and Bessemer City students 171 vould participate as members of athletic teams because the number of positions available vould be shared by students from throughout the consolidated district. for 8. The all practical vhich Gogebic Range athletic rivalry vould be over purposes. Only the Hurley High School, vould be considerably smaller than high school, vould remain to compete the consolidated against. Traveling much longer distances to compete against schools of the same size vould be required. 9. pline It could be more difficult to and to maintain good disci­ control problems relating to substance abuse in a larger high school. 10. The Bessemer community might be negatively impacted economically, socially, and culturally vith the loss of its high school. The center of many community activities vould be closed. 11. Board policy decisions vould sively under the city and tovnship. control no longer be exclu­ of school board members from the Local control and grass roots participa­ tion in government vould be diminished. Is a merger betveen the Bessemer and Ironvood school dis­ tricts a feasible option? The Bessemer and Ironvood school districts bined high of 739 have a com­ school enrollment during the 1987-88 school year students. This student population is near the optimum 750-1200 senior high school enrollment range that is 172 recommended by Kehoe (1984). Kehoe states school enrolling 900 students requires student, on an students requires 206 that a square feet per average, and that a high school vith 232 feet per student. square high A 600 high school vith 739 students vould, therefore, require about 220 square feet per student. The Luther L. Wright Junior/Senior School at Ironvood contains 150,892 square student if the Bessemer and Ironvood high feet per school students attended square feet. High that school school students from Ironvood attended If the Ironvood 7th and 8th There vould be 204 and the junior high a school elsevhere. grades remained at the high school the number of square feet per student vould drop to 152, vhich is considerably belov the acceptable minimum. A merger of the Ironvood and Bessemer districts, vith all high school students attending the Ironvood High School, is, consequently, feasible if the 7th and 8th grade students £ l uni Irunwuuu dLL en u ctuOuher SCliOul. mum space but it per vould student be The xeCOiuiueuueu m i n i ­ vould not be met at the high school reasonably close. The Washington School student population is at or near the maximum mended for a facility of that size. number recom­ It, consequently, vould not be feasible to have the junior high school students from Ironvood attend the Washington School unless some elementary school students at that school vere enrolled elsevhere. In districts summary, could a merger of the Ironvood not be accomplished by simply and Bessemer closing the 173 A. D. Johnston High School and having the the Luther L. Wright students Junior/Senior High attend School. A consolidation o£ the districts vould require that additional space be acquired through construction, renovation, lease, or purchase. The advantages of a two-way merger of the Ironwood and Bessemer school districts are: 1. to A larger consolidated school district vould be able provide a more comprehensive curriculum, programs, and services to students at all grade levels. 2. A larger consolidated school district vould be able to provide classes near the optimum size rather than having some classes vith too many students and others vith too fev. 3. It vould be easier to maintain a quality educational program in a larger consolidated school district than in two smaller districts, if there were an additional decline in student enrollments and state aid. * ft* students ^ ----------t ------------- VJiCdLCi to ----------------------A- i J_ > ---------. . . . . 1 UfJpUJL UUilA 11 CD develop J WUUXU U _ UC I 1 « V I » QVQX JLai/AC UV 4>U A UU6 new friends and relationships than is currently available. 5. More extracurricular activities vould be available. 6. If a new high provide a safe, school were constructed it vould healthy, and barrier free environment that vould be conducive to learning for many decades. 7. The three-way merger These include other advantages vould the also promotion that apply to were listed under a a two-way merger. ofGogebic Range cooperation, 174 helping to give promotion the Gogebic Range a more prosperous look, of a more positive attitude among the citizens of the Gogebic Range, and providing people and businesses vith an incentive to settle on the Gogebic Range. The disadvantages associated vith a consolidation of the Bessemer and Ironvood school districts include: 1. The Washington School vould have to be renovated and a nev high school, junior high school, and/or elementary school vould meet have to be constructed minimum space requirements. or purchased in orderto This vould require a substantial increase in school taxes. 2. The the schools feeling of at community that is associated vith Bessemer vould be diminished, including the informal support system that exists among teachers, adminis­ trators, and citizens vould citizens in the community. probably Parents and other be involved less in the affairs of the high school than they vould be if the high school vere located in their home community. 3. sustained The education is important in the community tradition that has been during the past century could be adversely affected in a consolidation. 4. Transportation costs and time in transit vould increase, albeit minimally. 5. The extracurricular number of students activities vho vould participate in vould probably decrease because students could not valk to and from school. 6. Fever Bessemer Tovnship and Bessemer City students 175 vould participate number of as members of athletic teams because the positions available would be shared by students from throughout the consolidated district. 7. It would be necessary for athletic teams to travel much longer distances to compete against schools of the same size. 8. pline It could be more difficult to maintain good disci­ and to control problems relating to substance abuse in a larger high school. 9. Bessemer would be negatively impacted economically, socially, and culturally with the The primary center of loss of its high school. many community activities vould be closed. 10. Board exclusively township. by policy school Local decisions board control would no longer be made members from the city and and grass roots participation in government would be diminished in the city and township. Is a merger between the Bessemer and Wakefield school districts a feasible option? The Bessemer and Wakefield school districts have a com­ bined high school enrollment during the of 354 below the students. This 750 to 1200 1987-88 school year student population is considerably high school enrollment range that is recommended by Kehoe (1984). Kehoe states that a high requires 232 square feet school enrolling 600 students per student, on an average, and 176 that a high school vith fever students requires more space per student. The Daverman (1987) approximately 275 square feet per high school students vith 200 study recommends that student students. A be provided in a high school vith 354 requires an estimated 250 square feet per student to meet program requirements. The Wakefield Junior/Senior High School is approximate­ ly 77,000 feet per square feet. That vould equal about 218 student if the senior high school Bessemer and Wakefield vere in attendance square students there from during the 1987-88 school year and the junior high school students from Wakefield attended Wakefield 7th school per the and a school 8th elsevhere. Hovever, if the grade students remained at the high space vould be reduced to about 174 square feet student, vhich is considerably below the acceptable minimum. It is high feasible school for the Wakefield and Bessemer senior students to attend the Wakefield Junior/Seniui. High School because the available space per student vould be reasonably close to the minimum student vould become closer required. to the The recommended space per minimum within a few years if current student enrollment projections remain unchanged. It is not feasible, hovever, to have all of the senior high school students and the Wakefield junior high school students attend that facility. The 1987-88 student population at the Washington School is at or near the number of pupils recommended for a school 177 that size. It, consequently, vould not be the Wakefield junior high school students ington School feasible to have attend the Wash­ unless some of the elementary school students at the Washington School were enrolled elsevhere. In summary, a merger of the Wakefield and Bessemer school districts could not be accomplished by simply closing the A.D. Johnston High School and having all students attend the other schools in the consolidated district. Additional space vould have to be provided through construction, lease, renovation, or purchase. The advantages of a two-vay merger of the Wakefield and Bessemer school districts are: 1. to A larger consolidated school district vould be able provide a more comprehensive curriculum, programs, and services to students at all grade levels. 2. A larger school district vould be able to provide classes nearer the optimum size, rather than having some cld&scb with too many students and others vith too fev. 3. It vould be easier to maintain a quality educational program in a larger consolidated school district than in tvo smaller districts if there is an additional decline in student enrollments and state aid. 4. students Greater of opportunities vould be available to the the school district to develop nev friends and relationships than is currently available. 5. More extracurricular activities vould be available to the students. 178 6. If a new high school were constcucted it vould provide a safe, healthy, and barrier free learning environ­ ment for many decades. 7. Other advantages associated vith a nev high school that vere to a listed tvo-vay under a three-vay merger vould also apply merger. These include promotion of Gogebic Range cooperation, helping to give the Gogebic Range a more prosperous look, promotion of a more positive attitude among the citizens people and of the nev school businesses vith an district, and providing incentive to settle in the school district. The disadvantages associated vith a consolidation of the Bessemer and Wakefield school districts include: 1. Renovation, construction, purchase, and/or lease of facilities vould be required. This vould require a substan­ tial increase in school taxes. 2. The feeling of community that is associated vith the schools at Bessemer vould be diminished, including the informal support system that exists among teachers, adminis­ trators, and citizens citizens vould in the community. Parents and other probably be involved less in the affairs of the high school than they vould be if the high school is located in their home community. 3. The education is important sustained in the community during tradition that has been the past century could be adversely affected in a consolidation. 4. Fever high school students vould participate in 179 extracurricular activities because students could not walk to and from school. 5. A Bessemer/Wakefield consolidated high school vould contain only about one-half of tion recommended provide the by Kehoe comprehensive the minimum student popula­ (1984). This merger could not program that a three-way merger vould be able to provide. 6. Transportation costs and time in transit vould increase, albeit minimally. 7. There vould be fever Township students athletic teams who because could the Bessemer City and participate as Bessemer members of number of positions available vould be shared by students from throughout the consolidated district. 8. Bessemer vould be negatively impacted economically, socially, and The primary culturally vith the loss of its high school. center of many community activities vould be closed. 9. Board policy decisions vould exclusively by school township. Local board members no from longer be made the city and control and grass roots participation in government vould be diminished. 10. It does The Wakefield High School not meet current code barrier free access for physically was constructed in 192S. requirements relating to handicapped persons nor does it have enclosed stairways or an automatic fire protec­ tion system. 180 Would It be feasible to have the high school students attend the lEQny.Pffd anfl/pg ffaKefAfilfl schools on a tuition basis while continuing to operate an elementary and junior high school program? Michigan lav allows the voters of a school approve having their students educated in district on a tuition basis. could, be therefore, The district to another school high school at Bessemer be closed and high school students could transported to the high schools at Ironvood and/or Wake­ field, if there were sufficient space to accommodate them and if those districts agreed to accept them. The Michigan State Aid Act state membership nonresident aid to students, the tuition, if authorizes the payment of a school district vhich educates when the district of residence pays certain conditions are met. These include the requirement that the district of residence has a millage rate equal to or greater than the providing school district. The Bessemer, Ironvood and Wakefield school districts all receive state membership aid. 33 mills of property tax, The the Bessemer district levies Ironvood district levies 31 mills, and the Wakefield district levies 33 mills during the 1987-88 school year. The Ironvood and Wakefield districts are, therefore, eligible to receive state membership aid for the students from Bessemer that they educate. If the Bessemer high school students were attending the high schools at Ironvood and/or Wakefield on a tuition 181 basis during the 1987-88 school year those districts vould have received the gross state membership allowance for them. Wakefield vould have received have received $2828.30 and Ironvood vould $2678.10 per student. also vould have had to pay tuition The Bessemer district to those districts, the amount being that sum approved by each district. The Luther L. Wright Junior/Senior High School at Iron­ vood contains 150,892 square feet and the 7-12 population at that school during the 1987-88 school year is 807 students. A junior/senior high school vith 807 students should provide approximately 200 of square feet per student, or a total area 161,400 square feet. Wright Junior/Senior It is evident that the High School does not Luther L. have adequate space to accommodate a large number of tuition students. The Wakefield Junior/Senior High School contains 77,000 square feet school year vith 256 feet per The and the 7-12 is 258 students student, remaining population students. during the 1987-88 A junior/senior high school should provide approximately 250 square or a total of about 64,500 square feet. 12,500 square feet vould be able to accommo­ date about 50 additional students without overcrovding. 1987-88 A. D. Johnston High School population is, hovever, 185 students. It is obvious Bessemer District cannot be solved and/or Wakefield students of The school that by the problems of the having the Ironvood districts educate the high school the district unless those districts are able to provide additional space. 182 Summary Research, using ethnographic methodology, was conducted in the Bessemer Area School District. research were were, to The objectives of the to determine what the district's problems to examine the manner in which the community's tradi­ tions, values, beliefs, social patterns, preferences, economics interface with schooling in and the community, and to determine which options for providing education to the youth of the district might be feasible. The iron ore and women Bessemer was community discovered. from Europe and was founded in the 1880s when Hardworking and adventurous men Canada surrounding communities boom towns. made Bessemer and the The ethnic composition today is almost exclusively of mixed European ancestry. Education was important to the citizens of the communi­ ty from the earliest days of settlement. in most mining locations and residents the school in their area. Schools were built developed loyalty to They often expressed frustration and anger when the school in their community was closed. The virgin forests had been harvested on the Gogebic Range by the fifties, iron mining ceased in the sixties, and almost all farming had stopped tourism, with low paying seasonal by the eighties. wages, provides Winter many of the jobs that are available on the Gogebic Range today. high rate Numerous of A unemployment has persisted since the sixties. businessmen and other citizens, in spite of the 183 high rate of unemployment and the low paying jobs, continue to believe that the area will survive and prosper. Declining enrollments have been a problem in the school district from for more 1987-88 six decades, vith student populations falling than school 2000 year. in the twenties to 530 during the The student population does appear, hovever, to have stabilized for the foreseeable future. Voter problem approvalof to inadequate the millage district but requests there is financial resources. Two major financial problems are the inequitable has a not been a problem causes with of the funding of public education in Michigan and the lost state membership aid that results from resident students attending the St. Sebastian School. The curriculum and educational services that are avail­ able in the absence of district a are, in most part, adequate. The physical education teacher at the elementary school, an inadequate exposure of pupils to computers at the elementary school, and only two years of a at the high school are areas needed. Class sizes are in vhich foreign language improvements are a problem, vith some having too many students and others having too few. All known students in the district are enrolled public or school, state and parochialschools. attendance national Few students is good, student achievement norms, at the drop out of is above and there are fev problems vith inappropriate student behavior. Both administrators and all 184 teachers members meet of state certification requirements and all the faculty teach in their major or minor areas of preparation. There the have been relationships periods in recent years during vhich between education/superintendent the have teachers and the board been have related primarily to contract and job some security. school These negotiations, problems salaries, There also has been antagonism between employees and some citizens of the which again relate to the salaries receive and poor. of district, and wages that employees to the general economic condition of the school district and community. There also is a problem with insufficient involvement in the affairs of the school citizens. among There is, however, school district considerable informal contact employees, members of the board of education, and many residents of the district. the school by parents and other district The major problem that faces, however, is the inadequacy and unsafe condition of its two schools. Though employees, promote the school district has problems, the students, board the evolved in of education the education, is community. and important citizens continue to tradition that has School athletics, which are a component of that tradition, also remain important to most students and to many citizens in the community. There is considerable diversity of opinion about what should be done in relation to the future of public education 185 in the district. suffer if Many people fear that the community will the high indicate, however, the district school is thata good must be closed. Most of them education for the youth of the primary consideration when the problems and solutions of the district are being considered. Many residents of the school district have indicated that one of their preferences is to have a three-way merger, with the Ironwood construction of a new high school, and Wakefield school districts. maintain the high school in can be assured. are Others The members wish the to if a quality program Still others support a merger Wakefield or Ironwood. education Bessemer, with of the with either board of representative of their constituency in most ways, including the diversity of opinions about what should be done to solve the problems of the district. Maintaining the native because high school the of status quo is not an acceptable alter­ the deplorable condition of the senior and, to a lesser degree, elementary/junior high school. the poor condition or The construction of a new school, without merger, and/or the renovation of both schools are alternatives that have disadvantages, with taxes to the one or many advantages and primary disadvantages being higher pay the costs of modernization and the difficulty of maintaining a quality program because of the inadequate and inequitable state funding of education in Michigan. A new three-way consolidation, with high the construction of a school, vould serve as a stimulus to the economic 186 growth of the Gogebic Range. alternative for It also appears be the best providing a comprehensive education to the youth of the three districts. A merger with the Ironvood and/or districts and the closing of would require renovation of adequate space populations. the Wakefield school the A. D. Johnston High School construction, purchase, lease, and/or schools, because those districts do not have to meet the Having the high needs of the combined student school students attend the Ironvood and/or Wakefield high schools on a tuition basis is not a feasible option either unless those school districts acquire additional space. CHAPTER VI: ASSERTIONS, DISCUSSION AND RECOMMENDATIONS Introduction Numerous face rural serious school districts in the United States problems maintaining an adequate programs, and services and keeping condition. Manyof declining these resources. One school buildings in good problems student populations and curriculum, are the insufficient result of financial such district is the Bessemer Area School District in the Upper Peninsula of Michigan. Ethnographic methodology was used to study the Bessemer Area School District and the community it serves. Seventeen potential districts problem areas face were examined Bessemer schools. with the answers twelve beliefs, social community. ities to determine which are The manner Bessemer to that many rural school problems in the in which schooling interfaces community was studied, including finding questions about the traditions, values, patterns, preferences, and economics of the In addition, eight options that school author­ and the citizens of the Bessemer Area School District could choose to implement, as a full or partial solution to its problems, were examined. 187 188 Assertions The researcher relate to makes inferences the following assertions that from the findings of the study and to his review of the literature: 1. city The Bessemer districts prior schools, including to the township and their merger, have done continuing to do, a commendable job of and are educating the youth of the community. 2. a good have One important reason why the students have received education successfully is because the schools and the community espoused the belief that education is important. 3. The adequacy and safety of the A. D. Johnston High School has deteriorated to a degree that requires that it be renovated, replaced, or abandoned and the Washington School is in need of major renovation. 4. having The Bessemer Aica School District is in uanger of its curriculum erode due to insufficient student enrollment and funds. 5. having The the Bessemer Area School District is in danger of relationships among various school and community deteriorate to a level factions of the at which there could be a negative impact upon the quality of the education that students receive. 6. be The Bessemer Area School District’s problems could resolved if the Michigan legislature and governor would 189 fund the public schools and levy the taxes that support public education in an equitable manner. 7. The Bessemer Area School be eased considerably District's problems would if the students at the St. Sebastian School attended the Washington School. 8. A three-way merger of the Bessemer, Wakefield school Ironwood, and districts would provide the students from the Bessemer Area School District with sive curriculum, programs, the most comprehen­ and services that could be made available to them. 9. A two-way merger of the Bessemer and Ironwood districts would provide the second best option for providing a comprehensive curriculum, programs, and services to the students from Bessemer. 10. A two-way merger districts would a comprehensive of the Bessemer and Wakefield provide the third best option for providing curriculum, programs, and services to the students firoiu Besseiueii* 11. There is insufficient space in the Wakefield and/or Ironwood schools to permit the closing of the A. D. Johnston High School those high and the amalgamation of Bessemer students into schools without the construction, purchase, or lease of additional space. 12. between The construction of a Bessemer and Ironwood Wakefield, but outside of the new or high between school located Bessemer and municipal limits of the three cities, would encourage students and other citizens from all 190 parts of the consolidated district to feel that they have ownership in the school. age the rapid Such a location would also encour­ development of a new support community from throughout the consolidated school district. 13. A three-way merger of the Bessemer, Ironwood, and Wakefield school districts would be a major step in develop­ ing cooperation among the Gogebic Range communities. 14. The adoption of alternative methods of providing instruction would make it possible to maintain or enrich the current curriculum if the citizens of the district elect to maintain an independent school district. 15. make are The at the value individual decisions that the citizens will polls about the future of the school district judgments that are relative to each person’s education, experience, beliefs, values, and perspective. PiPfiMBPlPP Tut; Oi dCiilevctucut SiuucntS in tuial SCuGClo uaS traditionally been lower than the achievement of students in general (Edington, 1979). The academic achievement of students in the Bessemer schools is, consequently, even more impressive when it is compared with rural schools nationally rather than with the average of all schools in the nation. The success educating case, the Bessemer schools the youth of their community is not however. Peninsula that of The have an had in isolated rural, small town schools of the Upper Michigan have, as a region, outperformed the 191 remainder of the state, as a vhole, on state educational assessments for many years. The researcher believes that one of the primary reasons for above the Upper average academic achievement in most schools of Peninsula is the belief by most citizens in the region that education is important, that it can make a posi­ tive change schools that in the lives of people. have been The Upper Peninsula the most successful are those that have nurtured this education is important attitude. There are Peninsula in some communities and schools in the Upper which this generally positive attitude toward education is not as dominant as it is in others. It is important, therefore, that the citizens of a school district who are considering merger realize that a less positive attitude toward it is possible that education could become prevalent in a new consolidated high school. The inequities that exist in the funding of public K-12 c u u w a w i w u large. Bessemer year. xu u i u i i i ^aii iwi w i t u jl About $3,250 per Area School District Examples of per student put will during be vw*,/ spent in the the 1987-88 school pupil spending in other districts are: Lamphere School District, $6,853; Hale School District, $2,543; Birmingham School District, $6,393; Detroit School District, $3,595 (Spratling, et al., 1988). The millage that taxpayers in Michigan pay to support their schools varies greatly. The taxpayers in Bessemer are assessed 33 mills to pay for the operation of their schools, 192 in the Bridgeman School District they pay only while in the Fraser School District mills for education. district is seven (Spratling, et owner to mills, citizens pay 43.94 The tax levy for schools in the Fraser times al., the 6.28 greater than it is in Bridgeman The amount of taxes that an 1988). of a $50,000 home in each of the above districts pays support the schools in his community are: Bessemer $825.00; Bridgeman $157.00; and Fraser $1098.50. The inequities that exist for students and taxpayers in Michigan are compounded because the state provides no aid to low valuation school districts for the construction or reno­ vation of buildings. The state millage that is raised by purposes will Bessemer aid act guarantees that the a school district for operational generate a minimum number of dollars. district, for example, the guarantee during the 1987-88 school year is $2828.30 per tax levy. In the student . with a 33 mill The millage for renovation and construction, how- cVci', Oilly L cvciVucS uhau the u i S u l i c t ' S Valuation will produce, with no matching funds from the state. If the to renovate will citizens of the Bessemer School District elect or require replace the A. D. Johnston High School it a high debt retirement millage rate for prob­ ably 30 years because of the low valuation One In mill of the district. in the school district raises only about $26,000. contrast, the Onekama School District has a student population that is almost identical to the Bessemer district but one mill there will generate approximately $60,000 193 (Michigan Department of Education, 1985-86). The Bridgeman School District, with 843 students and the highest per pupil valuation in the state, can generate approximately $573,000 with each mill levied (Spratling, et al., 1988). Many of the problems that tricts in Michigan legislature and formula that students in are having governor would out-of-formula would be would enact an equitable funding demonstrate low valuation just as and real that to that they believe that school districts have the saihe construction school dis­ resolved if the right to a quality education as students in districts school high valuation and renovation costs are districts as program costs. The researcher believes, however, that this will happen only via a constitutional amendment. Previous attempts to amend the Michigan Constitution, which would have changed the method of tion, have not been successful, however. therefore, that work to the citizens funding K-12 educa­ It is imperative, of out-of-formula districts solve their problems locally rather than waiting to have them solved by politicians in Lansing or Washington. A danger that districts such as Bessemer face is the slow but steady erosion of to the lack of class offerings and services due adequate funds. For example, dropping the home economics program may not appear to be cut because only a few students are affected. year, however, dropped and itmay be an advanced thenthe a very serious The following math class that will be foreign language program. In a few 194 years the district program. these The could researcher be offering a minimal academic believes, however, that many of problems could be avoided in the Bessemer district if school authorities aggressively pursued such alternatives as shared programs, shared personnel, and distance learning. The savings operation of the St. Sebastian School provides a to the state of about $263,000 during the 1987-88 school year because state membership aid is not paid for the 93 students who attend that school. Paradoxically the Bessemer district loses $237,577 in state aid because the 84 students at district are district. St. Sebastian who are residents of the Bessemer not The generating state membership aid for parents of students who attend the the St. Sebastian School may, therefore, be the citizens who will be instrumental in deciding the fate of the Bessemer schools. The erosion the Bessemer of human relations among various groups in schools serious problems and its community could lead to more if cui effort i s improve the situation. The not made by a l l researcher believes parties tc that the primary causes for the deterioration in human relations have been the disagreement concerning teachers' salaries and the fear by some employees that they will lose their jobs. The teachers understandably want their salaries to be competitive with those in neighboring of the are not schools. The members board of education say, however, that the resources available district who earn to be competitive. Many workers in the $15,000 or less per year have a difficult 195 time understanding why teachers would demand higher salaries when they are already making twenty-five or twenty-six thousand dollars a year for a nine month job. The ill will community is school often employees. that so by adults in the It is important that all parties reflect perspective of those who see things that a better understanding of their points of view can be developed. in expressed carried into the school by students and on the issues from the differently is The concerned parties will not, most cases, change their opinion about an issue but they may develop a more tolerant attitude toward the other party. A three-way merger of the Bessemer, Ironwood, and Wake­ field school Bessemer districts district would provide the students from the with the most comprehensive curriculum, programs, and services that could be made available to them. A combined high school population of students would population recommended for Many authorities fall within high the schools approximately 800-900 range that is by many school authorities. believe that a high school of that size is large enough to provide comprehensive programs and services but small enough to keep the needs of individual students in mind and also small enough to maintain the good human relations that are so important in all schools. The researcher believes that a merger with Ironwood would offer a more comprehensive program Wakefield. school The than a merger with primary advantages would be a larger high population, which would permit greater diversity in 196 secondary and middle school course offerings, an improved curriculum for elementary school students as specialized art, in such areas music, and physical education and more programs in special education at all grade levels to meet the needs of students with various disabilities. It is important to note, however, that a comprehensive program is are not synonymous with a quality education. There many factors that affect the quality of education other than the number of courses, programs, and services provided. As has been previously stated, that are such elements as the feeling of ownership by students and other citizens, the feeling that school personnel care about and are responsive to the needs of individual students, and an overall attitude in the school and community which promotes the belief that education is an important and serious business are necessary if a school is going to provide a quality education. The support that schools receive they serve very from the communities and the interaction between them are, therefore, important construed factors in education. This should to mean, however, that mergers place because the relationships will should be not not destroyed. be take The communities that support schools can grow in positive ways. out The elementary schools that once were located through­ the township communities. anger and communities and city each When they were closed protest expressed. were successfully had their there usually was some Nevertheless integrated own support those small into the larger 197 community of the that the new school served. township schools to the city schools was largely a formality for most township residents. in those mergers was that who became a part of Even the annexation almost The important factor all students and citizens the new community already had, or quickly developed, a feeling of ownership in the new school. Implications for the Community The decisions that the citizens of the Bessemer Area School District will make at the polls concerning the future of the made district relative are value judgments. to each person's values, beliefs, education, experience, and perspectives. There are decisions but there are decisions and uninformed voters. whatever issues These judgments are they can to as possible. no right or wrong that are made by informed Citizens should, become therefore, do as knowledgeable about the Reviewing and discussing the following questions provides an outline with which to start. 1. What are the student enrollment projections for the school district and how would these enrollments affect the future operation of the school district? 2. district What be will the economicfuture of the school and how might this affect the operation of the school district? 3. Do thecurrent programs, services, and curriculum provide a quality education to the students of the district? 4. Would a consolidated school district provide a 198 greater variety youth of What the specific would be of classes, district than is currently being additional provided? programs, and services to the provided? classes, programs, and Would the services quality of education that currently exists be diminished, maintained, or improved in a consolidated school district? 5. be Will the financial resources of the school district sufficient Would the to maintain financial district be better a quality educational program? resources able of a consolidated school to maintain a quality educational program? 6. Would the positive attitude that most Bessemer School District students have toward their school and learn­ ing be diminished in a larger consolidated school? become more Would it difficult to maintain good discipline, keep the school free of drugs, and keep the student dropout rate absenteeism at a minimum in a larger and consolidated high school? 7. Are the current school buildings safe and adequate to meet the needs of the students? Would the Ironwood High School and the Wakefield High School be safe and adequate to meet were a the needs of the combined student population if there consolidation those schools? and the high school students attended Do those buildings meet fire and other state and federal building code requirements? Are all curricular and extracurricular programs accessible to physically handi­ capped students? 199 8. Who should be involved in the merger if consolida­ tion is to take place? Would a three-way merger be best? Would a merger with either Ironwood or Wakefield be better? 9. Would the voters in a consolidated school district approve an adequate number of mills to support a quality educational program? 10. Would there be a savings to taxpayers in a consoli­ dated school district? 11. Are the taxpayers willing to pay additional taxes for the construction of a new school and/or the renovation of the current schools? 12. Would the community be negatively impacted if the high school move to were closed? Bessemer if Would new families with children there were no high school? Would families with children, who currently live in Bessemer, move to the their community children activities where the high school is located so that could participate more easily? in extracurricular Would there be a negative economic impact upon the community if the employees who high school longer spend community work at the are no longer employed in the community and no much spirit of their that income currently there? exists Would in Bessemer the be seriously diminished if the high school were closed? 13. community Would the relationship that exists between the and schools be diminished if the high schoolwere in another community? Would there be less parent and citi­ zen involvement in the affairs of the school? 200 14. Is it more important toprovide a of extracurricular activities, such a consolidated district, so skills and pate, or interests fewer that greater variety as would be available in students with would have an opportunity to partici­ activities, such as currently exists, with more Bessemer students having an opportunity to in them? e.g. as members different participate Only a few Bessemer players might be chosen of the varsity basketball team in a consolidated district rather than 11 or However, other Bessemer 12 as is currently the case. students might have an opportunity to play hockey in a consolidated school, which is an option they currently do not have. 15. Would the time and costs involved in transporting students to a consolidated high school be excessive? 16. The number of citizens from the Bessemer Area School District who would serve on the board of education of a consolidated current number. school district would be reduced from the Is such diminished grass roots participa­ tion in government of any consequence? 17. Would it be of greater benefit to the students of the district to develop new relationships with students from other communities in a consolidated school or to maintain the security and the relationships that exist at A.D. John­ ston High School? 18. Would the mostly positive student/teacher/principal relationships that exist at the high school be maintained, diminished, or improved in a larger high school? 201 Most o£ these questions do not and white answers. values and a The have responses will perspectives clear be cut, black based upon the that each person has. For example, person who believes that taxes must be kept to a minimum will view the options differently from someone who believes that the costs of education made if the youth of the are an investment that must be school district are to have an opportunity to achieve their potential and the community and the nation are to prosper. When citizens in small towns and rural communities begin to discuss and debate the pros and cons of consolidat­ ing their schools the discussion often erupts into a heated argument, with anger and enmity that often remain community for many decades. such bitterness and The researcher in believes the that rancor can be minimized in a community if citizens remember that: 1. various There are no tfuuuaLiouai upLlOiiS. do is to make an informed her understanding of the 2. in right or wrong choices concerning Th e value beat issues. Citizens in a democratic society should participate manner that decisions relating to their schools. this involves voting. any C i t i Z c u C an judgment based upon his or the debate and in the legal process making that is In for Michigan attending meetings and However, once a decision has been made in a legal it should be hearings used and accepted until it can be changed using the legal procedures that are available. then by 202 Recommendations for Further Research School districts very complicated and the social communities and political organizations vhich differ from one another in numerous ways. research methodology that was used to provided a richness and variety Bessemer Area have School they serve are of The ethnographic conduct this information study about the District and its community that would been impossible to collect through purely quantitative research methods. This methodology, structure that is found in adapted to meet being studied. the needs quantitative however, lacks the research. It is of the researcher and the site It is, therefore, impossible to replicate a study of this nature. Cusick (1983) wrote, "There is a generalizability to be had from these the promise of one-of-a-kind studies, but it rests not on proposition-like laws, but on the general socioioglcai assumption that since behavior is bound up with structure, then behavior that occurs in a particular setting may also occur in a similar setting" (p.134). It is possi­ ble, consequently, to conduct additional studies vhich would support or refute several of the assertions and findings made by the researcher in this study. The have researcher believes that it would be of additional value to research conducted that would focus on the following areas: 1. The importance of communities in determining the 2 03 value that the youth of the community place upon education. That is, does the community play a major role in determin­ ing vhether education is seen as important or not important. 2. The effect that human relations among students, teachers, administrators, members of the board of education, and other groups in the community have on academic achieve­ ment and on education in general. 3. The manner in vhich the inequitable funding of education affects the academic achievement of students. 4. The manner in vhich affects academic insufficient space in a school achievement and the human relations that exist there. 5. an The 'excellent reasons vhy some consolidated schools provide education and have good human relations and others do not. 6. The effect that a consolidation of schools has upon the cooperation betveen communities in other areas of common concern. 7. The process by vhich citizens reach a decision relating to their support or opposition to consolidation. Studies in the above areas vould provide school author­ ities vith information that planning for effective schools. vould be very valuable in LIST OF REFERENCES Alanen, A. (1981). Finns and the corporate mining environment of the Lake Superior region. In M. K a m i (Ed.), Finnish diaspora II: United States (pp.33-61). Toronto: The Multicultural History Society of Ontario. Barkell, W., & Salmi, W. (1983). STRIKE! In S. Pyle (Ed.), A most superior land: Life in the Upper Peninsula of Michigan (Vol. IV of the Michigan Heritage Series, pp. 34-41). Lansing: Department of Natural Resources. Barker, B., & Logan, S. (1985). Small high schools curricula: Alternative delivery systems for meeting essential elements. Proceedings of the Annual CQnfey-sng-S-af-i&s .Texas Aaa.g.c.UtlPn Qf Secondary Principals. (ERIC Document Reproduction Service No. ED 252 371) Beck, J., & Kimmel, D. (1981). Curriculum flexibility in small high schools. Small School Forum, 2 (2), 5-6. Bernhardt, D. E. (1979). 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(ERIC Document Reproduction Service No. ED 168 750) Skenes, R., & Carlyle, C. (1979). Self determination for rural schools. In N. Seymour (Ed.), Rising above decline (pp. 19-48). Boston: Institute for Responsive Education. Spindler, G. (1982). General Introduction. In G. Spindler (Ed.), Doing the ethnography of schooling; Educational anthropology in action (pp. 1-13). Nev York: Holt, Rinehart & Winston. Spindler, G., & Spindler, L. (1982). Roger Harker and Schonhausen: From familiar to strange and back again. In G. opiuuiex; (E u .), D oinu Liie eLhnum ctuhy of schooling; Educational ethnography in action (pp. 20-43). Nev York: Holt, Rinehart & Winston. Spratling, C., Musial, R., Blossom, T., Chargot, P., Hundley, T., Svickard, J., Everett, D., Heard, J., & Padiernos, M. (1988, March 6). What tax dollars buy in 100 selected Michigan districts. Detroit Free Press. pp. 10A-11A. Stevens, E. (1987, October 7). Rural problems jeopardize reform. Education Week, pp. 25-26. Svift, D. (1982). Nev Mexico's Very Small School Districts. Santa Fe: NM State Department of Education, Santa Fe Division of Public School Finance. (ERIC Document Reproduction Service No. ED 220 256) 209 Teachers and School Officers Directory of Gogebic Countv, Michigan. 1922-23. (1922-23). (Directory on file at the Gogebic-Ontonagon Intermediate School District/ Bergland, MI) Trethewey, R. (1986, September 16). Declining enrollments force an end to colorful Rangeland football rivalry. The Ironvood Daily Globe, p . 2. Truesdell, W. (1972). The dilemma facing the small school. Cedar Palls, IA: University of Northern Iova. (ERIC Document Reproduction Service No. ED 059 833) Tucker, J. (1988, January 7). November jobless rate increases. The Ironvood Daily Globe, p. 1. Virgin, in of ED A., & Kinzinger, K. (1980). Education for North York the eighties. Willovdale, Ontario: North York Board Education. (ERIC Document Reproduction Service No. 211 566) Vista...Building a better Bessemer. (1986, May 31). Ironvood Dally Globe, pp. 1-24. Wachtel, B. (1979). Citizens: Take parti A plan for action. In N. Seymour (Ed.), Rising above decline (pp. 161-193). Boston: Institute for Responsive Education. Wilson, B., & Rossman, G. (1986). Collaborative links with the community: Lessons from exemplary secondary schools. Phi Delta Kappan. 67, 708-711. APPENDICES APPENDIX A JOHNSTON HIGH SCHOOL CURRICULUM AND REGISTRATION PACKET APPENDIX A A.D. JOHNSTON HIGH SCHOOL CURRICULUM AND REGISTRATION PACKET gjjf.LiC.Mlai: The program of studies of each student includes certain required subjects, and other subjects selected on the basis of personal inter­ ests. Courses in the curriculum are geared to assist not only those vho plan to go to an institution of higher education, but also those vho are interested in business education, industrial education, and home econ­ omics, and are not planning on more schooling after high school. A counselor, and/or principal, meets with eachstudent,after the student confers with his (3 i c ) parents,to discuss thestudent's schedule. Parents vith questions are encouraged to call the guidance office at 667-0420. Graduation,Re.qg|« i entft: A total of 18 units in grades 9-12 is required for graduation. (A unit is earned by successfully completing a subject that is taught five times a week for the entire year.) Required units Include: 1. Four years of English (communication skills) 2. Tvo years of Mathematics 3. Tvo years of Science 4. Four years of Social Science 5. One year of Health/Physical Education 6. Tvo years of a Foreign Language, Fine or Performing Arts, Vocational Education or Practical Arts, or any combination thereof 7. One-half year of Computer Education A. Students are required to take English 9, Civics, Science 9, and 9, and general math or algebra during their freshman year. B. Library science will be incorporated into the English 9 course of study. C. A term paper is required by seniors to meet a requirement for graduation. D. The second year of math and science can be taken at any time. 210 TESTING PROGRAM ADMINISTERED BY THE GUIDANCE DEPARTMENT FOR STUDENTS OF A. D. JOHNSTON HIGH SCHOOL GRAPE LEVEL IE3X 9-12 Peabody Vocabulary Test Optional 10 Vocational Aptitude Battery Required 10 Michigan Assessment Test Required 11 National Merit Scholarship Qualifying Test- Preliminary Scholastic Aptitude Optional Strong Vocational Interest Inventory Optional Michigan Math Test Optional 11 American College Test Required 12 Scholastic Aptitude Test Optional 12 Armed Services Vocational Aptitude Battery Required General Aptitude Test Battery Optional 11-12 11-12 12 212 Guidelines Business Education: All students should Include one year of typing in their course of study. Typing I must be taken prior to Shorthand I. Typing II should be taken either prior to or at the same time as Shorthand I. To take Shorthand I a student should have a "B" grade in English. A student should have at least a "C" average in Typing I before taking Typing II. A tvo credit course in Office Practice is offered to seniors at Gogebic Community College but students should take secretarial and business courses in their first 3 years of high school before taking this course. PEive.r.,M ucakl9IL: A student may enroll in Driver Education provided he [gi£] is 15 years of age and is not already qualified for a license. General­ ly, sophomores are enrolled in the course vith classroom instruc­ tion beginning in the spring and behind-the-vheel instruction during the summer. English: In order to graduate a student must have successfully completed 4 years of English. Advanced Composition is highly recommended for college bound students. Speech and term papers are included in English courses. Fine Arts: Band, Choir, and Art. are available in grades S through 12 for students vho may be interested. Art I, II, and III are offered to 10th, 11th, and 12th grade students. 1st year Art consists of draving, painting, and crafts. 2nd year Art consists of advanced painting, pottery, and sculpture. 3rd year Art consists of advanced art, individual problems and photography. Foreign Language: With groving involvement of the United States in international business and the increasing multilingual character of American society itself, the importance of a second language in nearly every occupation is evident. Other less tangible values of language study are the pleasurable effects it has on individuals because it furnishes the key to the thinking patterns, culture, and social institutions of a foreign country. 213 Hoie Econoaics: Hone Econoaics I (8th Grade) Hone Econonics II Hone Econonics III Quantity Poods Industrial Education; Students have the opportunity to take Shop I, Mechanical Drawing, Shop II, Shop III, at A. D. Johnston High School, plus courses in Auto Mechanics, Drafting, Welding, Conputers, Graphic Arts, Building Trades, and Machine Shop at Gogebic Conaunity College in their junior and senior years. Lover level shop courses nust be taken in the 9th, 10th, and 11th grades to help qualify a student for the tvo credit courses listed above. Mathenatics: Students vho plan to go to college should take as nuch math as possible. Students planning to take Physics or Cheaistry should include Algebra II in their curriculun. Physical Education: Students have the opportunity to take Physical Education/Health in grades nine through twelve. Science: College bound students should take Biology, Cheaistry and Physics. Students considering nursing or a career in hone econonics should include Biology and Chenistry in their course of study. Students vho take Chenistry or Physics, should take Algebra I and II first. Social Studies: In order to neet graduation requirenents each student nust successfully complete Civics, World History, American History and Government. One seaester courses are offered in Social Problems and General Psychology, which are also reconnended for college bound students. 214 SEQUENCES (From which majors and minors are earned) Social Sciences Ma.then^t;leg World History American History Civics Social Problems (1/2) General Psych. (1/2) Government Gen. Science Biology Physiology & Anatomy Chemistry Physics Earth & Space Algebra I Plane Geometry Algebra II Adv. Hath Physics Computers Spanish Home Econ. Industrial Geometry Mechanical Drawing Spanish I Spanish II Home Ec. II Home Ec. Ill Quantity Foods (2) Shop I, II, III Mech. Drawing Bldg Trades (2) Welding (2) Machine Shop (2) Auto Mechanics (2) Graphic Arts (2) Secretarial Business. Fine.Ar.ts. English 9 English 10 English 11 English 12 Adv. Comp. MathIndustrial Typing I & II General Business Shorthand Bookkeeping Bookkeeping Typing I & II Voc. Retailing (2) Art I & II Band Choir Extracurricular Activities Baseball Basketball Drama Football Intramurals Pep Club Student Government Yearbook Staff Ski Team Newsletter Staff Track Volleyball 215 GOGEBIC COUNTY VOCATIONAL EDUCATION OFFERINGS Classes at the Ironvood High School: 1. 2. 3. 4. Machine Shop Nurse Aide/Orderly Office Occupations Welding High School Classes at Gogebic Community College: 1. 2. 3. 4. Auto Mechanics Building Trades Coamercial Foods Graphic Arts Community Based Vocational Programs: 1. 2. 3. 4. 5. 6. 7. 6. 9. 10. 11. 12. Appliance Repair Auto Body Auto Partsman Auto Specialization Bookkeepers Business Data Processing/Programming Dental Assistant Diesel Mechanics Distributive Education Greenhouse Operation & Management Hydraulics 4 Pneumatics Meat cutting 13. Pharmacy Assistant 14. 15. 16. 17. 18. Radio & TV Broadcasting Sheet Metal Small Engines Upholstering Other NOTE: Placement in the Community Based Vocational Training Programs depends upon available training stations. APPENDIX B MAP OF THE GOGEBIC RANGE SHOWING THE LOCATION OF SCHOOLS IN BESSEMER, WAKEFIELD AND IRONWOOD APPENDIX B: MAP OF THE GOGEBIC RANGE SHOWING THE LOCATION OF SCHOOLS IN BESSEMER, WAKEFIELD AND IRONWOOD 4 U 1 1 GoocbfC.. CownfyjldAirporf ‘d " .Hauiaia'j .rm IM1208-*-Junet ,.,____ 7, •^ ^ 0 M jLComer line vi Auvmeiiii > CJorner u ' 2041- MofetM ^32Coynff ^ * sTinnn.irDnw* 1i’.... . . ‘i'N nrth.Ironwoodll [lie row on hohm f*~^ " ;' • |. '• • 3 ' x IT • .1: 'i 11 ' jj [I S iro7s* Spr/np ' ‘^NortiL^t.-M Cimer ~ "■[ IwW* scorna k a A-1---- 1’ i -K-ctr '‘ 3» ^.u M IJ2 !!__ • I tr * ITT[ IKOMNHEAD MlU « A wiNTFt STOITS IfL * • J 2- • • I h*‘ 9' IrAhwood j/ j j Homestead « •i EDDY •(!> U fU***^^Simdoy (*») I (i Wakefield [ycrpna MT 7/ON WIN7FI — AM152 Siemens WW7I* 5*0*1 r. . k(^ “i FrPJyrnoujn W titr 6* radmvooi^^ 3N6H JllAurora AM1617 L a vfna ;€D| 5_, '<»<* — fllield K — One Mile Gogebic Community College Luther L. Wright High School A. D. Johnston High School Wakefield High School APPENDIX C KEHOE ANALYSIS OP THE HIGH SCHOOL CURRICULUM APPENDIX C KEHOE ANALYSIS OF THE HIGH SCHOOL CURRICULUM SUBJECT AREA PROGRAMS RECOMMENDED BY THE BUREAU OF SCHOOL SERVICES PROGRAM OFFERINGS Four-year sequence provided in college preparatory English. Yes Instruction adapted to average students and slov learners Yes Courses in speech offered No Course in journalism offered Yes Course in dramatics offered Yes Four-year sequence in college preparatory math offered Yes One or more units offered in general math for less able students. Yes Language Arts Mathematics Social Studies Three of more units offered in social studies including U.S. history, government, world history, geography, etc. Yes Laboratory course offered in biology, chemistry, and physics every year. Yes Science One other laboratory science course offered every year. Arts 5 Crafts Three or more units of arts and crafts taught in a laboratory setting. 217 Yes Yes 218 SUBJECT AREA Foreign Languages PROGRAMS RECOMMENDED BY THE BUREAU OF SCHOOL SERVICES PROGRAM OFFERINGS At least one £our-year sequence offered in a foreign language. 2 yrs. of Span­ ish are offered Foreign language classes have access to a language laboratory. Physical Education and Health Yes Tvo or more units of physical education offered for boys and girls. Yes At least 1/2 unit of health education is offered. Yes Elective offerings in vocal music provided. Yes, at the noon hour. Music Hone Economics Industrial Education Business Education Elective offerings in instrumental music provided. Yes Elective offerings in varied hone economics programs provided. Yes Electives in beginning and advanced drafting provided. Yes Beginning and advanced courses in industrial education courses such as voods, metals, auto shop, etc. are provided. Yes Beginning and advanced courses in typing provided. Yes Beginning and advanced courses in shorthand provided. Yes Courses in office practices and/ or business machines provided. Course(s) in bookkeeping provided. No. Available at Skill Center. Yes 219 SUBJECT AREA Programs for Exceptional Students Guidance Library Services PROGRAHS RECOMMENDED BY THE BUREAU OP SCHOOL SERVICES Special programs for slov learners provided. Special programs for academically talented students provided. PROGRAM OFFBRINGS Yes Available at college. Student-counselor ratio of 300 to 1 or less provided Yes Trained librarian provided. Yes Adequate seating in library Yes Library collection provides at least 3500 volumes or 10 books per student, whichever is greater. Yes Co-Curricular Activities Varied program of activities provided for boys and girls. Yes Administration Full-time principal provided vho has been trained for the assignment. Yes Vocational Education Students have access to varied vocational programs on a half-day basis in an area vocational skill center. Special Education All special education students are enrolled in classes designed for them. Yes Yes