K-12 Unit Schooling in Rural America: A First Description.

Autor/inn/en	Howley, Craig; Harmon, Hobart
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	K-12 Unit Schooling in Rural America: A First Description.
Quelle	(1996), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Community Attitudes; Distance Education; Educational Practices; Elementary Secondary Education; Expenditure per Student; Geographic Isolation; Grade Span Configuration; Institutional Survival; National Surveys; Outcomes of Education; Rural Schools; School Demography; School Districts; School Surveys; Small Schools; Superintendents + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Bildungspraxis; Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulbesuchsrate; School district; Schulbezirk; Schulrat
Abstract	This report presents selected results of a national study of school districts operating at least one K-12 unit school. Of the 706 districts operating unit schools, 157 districts in 27 states responded to the survey. The majority of respondents (106) were superintendents of one-school districts, that is, districts in which the K-12 unit school was the only school. Of the 53 multischool districts, about half operated just one K-12 unit school. Data reveal that K-12 unit schools were usually located in an agricultural region where socioeconomic status was lower than the national average; the average unit school enrollment was 414; most unit schools in multischool districts were comparatively remote from key resources such as hospitals, interstate highways, and cities; superintendents of single-school districts reported higher rates of above-average test scores, postsecondary attendance, and high school completion than did superintendents of multischool districts; satellite and Internet systems were the most prevalent forms of distance learning technologies in use; community attitudes toward single-school districts were moderately and positively related to the sustainability of the school; single-school districts spent almost 50 percent more per pupil than multischool districts; and single-school districts more often than multischool districts employed cooperative strategies for maximizing resources such as joining regional service agencies or cooperating with other districts. Includes data tables and recommendations for research and practice. Contains 24 references. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC