Toward the Construction of a Federal Policy-Impact Code for Classifying the Nation's Rural School Districts. Working Paper.

Autor/in	Stephens, E. Robert
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Toward the Construction of a Federal Policy-Impact Code for Classifying the Nation's Rural School Districts. Working Paper.
Quelle	(1992), (65 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Classification; Definitions; Educational Policy; Elementary Secondary Education; Federal Government; Federal Programs; Institutional Characteristics; Policy Formation; Public Schools; Rural Education; Rural Schools; School Districts + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Begriffsbestimmung; Politics of education; Bildungspolitik; Bundesregierung; Politische Betätigung; Public school; Öffentliche Schule; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk
Abstract	Historically, policies and funding guidelines for most federal educational programs have not adequately recognized the diversity of rural schools. A dichotomy of rural and urban, or even a tripartite classification (urban, suburban, and rural), would mask the internal diversity of rural schools. Current efforts to understand the condition of public education in this country will fall short unless this diversity is acknowledged. The federal government, particularly the Department of Education, should take the lead in developing a policy-impact code for classifying the nation's rural school districts. A desirable policy-impact code would use variables that have demonstrated predictive value relevant to differences among rural districts, would include all rural school districts, and would be limited to a number of categories small enough to be recognized and understood easily. Other criteria may include content of indicators (relevance for policy formation) and data collection standards. Such criteria suggest a causal-model approach to indicator development that would include four classes of indicators: context, input, process, and outcome. An initial literature review identified about 90 possible indicators, of which 36 were chosen. The National Center for Education Statistics should convene a study panel to consider the policy and technical issues involved in developing this federal classification code. This paper contains 79 references and data tables detailing major education programs of various federal agencies. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01