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Long-Term Study of Educational Effectiveness of Newly Formed Centralized School Districts in Rural Areas.

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Bibliographic Details
Title: Long-Term Study of Educational Effectiveness of Newly Formed Centralized School Districts in Rural Areas.
Authors: Kreitlow, Burton W., Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Peer Reviewed: N
Page Count: 93
Publication Date: 1971
Sponsoring Agency: Office of Education (DHEW), Washington, DC. Cooperative Research Program.
Contract Number: OEC-5-10-154
Report Number: TR-133
Descriptors: Academic Achievement, Adult Education, Community Programs, Consolidated Schools, Educational Facilities, Information Dissemination, Research, Rural Schools, School Districts, Social Adjustment, Social Influences, Students, Tables (Data)
Abstract: The prime objective of this study, begun in 1949, was to determine whether or not newly reorganized rural school districts were more effective than the smaller districts they replaced. There were 5 experimental and 5 control communities in the sample. The investigation was longitudinal in design and examined 2 groups of subjects from their first year in school until 5 years after their high school graduation. The longitudinal nature of the investigation made possible the pursuit of 2 related objectives. The first dealt with a determination of the effectiveness of the 4-H Club program in the 10 study communities and the second examined the effectiveness of different means of disseminating the research results to the rural public. Findings include: (1) Reorganized school districts provided more learning opportunities, the students had consistently higher achievement test scores, and they completed high school with a 6- and a 13-month advantage in mental maturity for boys and girls respectively; (2) The reorganized district leads to a higher matriculation in college after high school; (3) Boys from nonreorganized districts scored higher on measures of social adjustment than those in reorganized districts; (4) 4-H members showed no personal and social adjustment advantages; and (5) The most effective medium for presenting research findings was the lecture given by the researcher. (Author/LS)
Journal Code: RIEAUG1971
Entry Date: 1971
Accession Number: ED049884
Database: ERIC
Description
Abstract:The prime objective of this study, begun in 1949, was to determine whether or not newly reorganized rural school districts were more effective than the smaller districts they replaced. There were 5 experimental and 5 control communities in the sample. The investigation was longitudinal in design and examined 2 groups of subjects from their first year in school until 5 years after their high school graduation. The longitudinal nature of the investigation made possible the pursuit of 2 related objectives. The first dealt with a determination of the effectiveness of the 4-H Club program in the 10 study communities and the second examined the effectiveness of different means of disseminating the research results to the rural public. Findings include: (1) Reorganized school districts provided more learning opportunities, the students had consistently higher achievement test scores, and they completed high school with a 6- and a 13-month advantage in mental maturity for boys and girls respectively; (2) The reorganized district leads to a higher matriculation in college after high school; (3) Boys from nonreorganized districts scored higher on measures of social adjustment than those in reorganized districts; (4) 4-H members showed no personal and social adjustment advantages; and (5) The most effective medium for presenting research findings was the lecture given by the researcher. (Author/LS)