A Study Of Factors Involved In Reorganization And A Plan For The Reorganization Of Schools In Wallowa County Oregon

Author : Earl Eugene Ferguson
Publisher :
ISBN 13 :
Total Pages : 572 pages
Book Rating : 4.:/5 (185 download)

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Download or read book A Guide to School District Reorganization for Umatilla County, Oregon written by Earl Eugene Ferguson and published by . This book was released on 1964 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the Study: The purpose of this research was to study the school districts in Umatilla County as they existed in 1962-3 and to formulate a guide for reorganization of these districts into sound efficient units. The following sub-factors were considered essential to this research, and were dealt with extensively: (1) school laws, (2) topography, (3) sociological and economic implications, (4) organizational structure, (5) transportation, (6) assessed valuations and mill levies, (7) per pupil costs, (8) teacher -pupil ratios, (9) school buildings, and (10) curriculum. Procedures: This research study was confined to the 17 school districts in Umatilla County. Information for the statistical data was gathered from the various forms on file in the office of the State Department of Education, Umatilla County School Superintendent's Office, State Board of Health, and the office of the local school district superintenent or principal. Every school district was visited by the researcher in order to gain first-hand information, and individual conferences were held with each superintendent or principal of the 17 school districts. A review of the research dealing with reorganization of school districts was made and a set of desirable criteria for effective school districts in Umatilla County was formulated, These criteria were: 1. Public education shall be responsive to the will and needs of local people. 2. Any reorganization plan shall provide a complete educational program from grade 1 through grade 12. 3. Every district shall contain a minimum of 1000 pupils between the ages of 6 and 18 so that a high school of at least 300 can be maintained. 4. Elementary schools shall have at least one teacher per grade. 5. Schools shall be located so that no elementary pupil travels more than 45 minutes nor any high school pupil more than one hour by bus in order to reach the school. 6. Walking distances, one way, shall not exceed 1-1/2 miles for elementary children or two miles for secondary students. 7. A reorganized district shall be able to provide a good quality educational program at reasonable costs. Findings: 1. Umatilla County schools varied a great deal in the educational opportunities provided for students. 2. Teachers in the small high schools of Umatilla County are having to teach in subject fields for which they have minimum qualifications. 3. Umatilla County has many inequalities in the financing of its schools. 4. Reorganization of the school districts of Umatilla County would provide the same educational opportunities for less money or a better program for the same money presently expended. 5. Reorganization of school districts of Umatilla County would eliminate the use of eight high schools and three elementary schools. Recommendations: 1. Information regarding the advantages of school district reorganization should be continually brought to the attention of the citizens of Umatilla County. 2. Any school district which insists on retaining its identity as an autonomous school district, and which does not meet the criteria of an effective school district as herein outlined, should be responsible for financing its own educational program without the help of equalization funds. 3. Individual schools should not be allowed to consolidate with other adjoining districts unless the consolidation would conform to the long-range reorganization plans for Umatilla County. 4. For the small school districts which continue to exist, it is recommended that they give serious thought to improving their educational program through extended contracts, higher salary schedules, summer workshops, use of teacher aids, circuit teachers, shared seminars, increased use of supervised correspondence courses, and greater use of technological media.