An Analysis of Local School Board Member Responses to the National Goals for Education: Results and Implications of a Multistate Survey.

Autor/inn/en	Krepel, Thomas L.; Grady, Marilyn L.
Titel	An Analysis of Local School Board Member Responses to the National Goals for Education: Results and Implications of a Multistate Survey.
Quelle	(1992), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Board of Education Role; Boards of Education; Educational Objectives; Elementary Secondary Education; Governance; Governing Boards; Government School Relationship; Local Government; Policy Formation; School District Autonomy; Louisiana; Minnesota; Nebraska + Suchen Sie Ihr Suchwort? Ausschuss; Educational objective; Bildungsziel; Erziehungsziel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Governing body; Governing bodies; Leitungsgremium; Gemeindeverwaltung; Politische Betätigung; School district; School districts; Autonomy; School autonomy; Schulautonomie
Abstract	Findings of a study that examined the responses of local school board members in Louisiana, Minnesota, and Nebraska to the National Goals for Education (NGE) are presented in this paper. A survey mailed to 718 local school board members in July 1991 obtained 298 responses, a 42 percent response rate. The respondents assigned a higher priority to goals that are related to broad areas of district responsibility and are part of the traditional local school district function. A substantial majority (85 percent) disagreed that the NGE are necessary for school improvement, and slightly over half disagreed that they meet local needs. Overall, board members expressed caution and ambivalence, believing that educational goals are best determined by local school boards in response to local needs. Because the establishment of national education goals implies a move toward a centralized policy structure, the following issues must be considered in implementing them: providing a more inclusive implementation process and adequate resource allocation and challenging existing research models. Twenty-one tables are included. (Contains 23 references. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC