Long-Term Study of Educational Effectiveness of Newly Formed Centralized School Districts in Rural Areas.
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| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED049884 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED049884 AccessLevel: 3 PubTypeId: unknown PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Long-Term Study of Educational Effectiveness of Newly Formed Centralized School Districts in Rural Areas. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kreitlow%2C+Burton+W%2E%22">Kreitlow, Burton W.</searchLink><br /><searchLink fieldCode="AR" term="%22Wisconsin+Univ%2E%2C+Madison%2E+Research+and+Development+Center+for+Cognitive+Learning%2E%22">Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 93 – Name: DatePubCY Label: Publication Date Group: Date Data: 1971 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Education (DHEW), Washington, DC. Cooperative Research Program. – Name: NumberContract Label: Contract Number Group: NumCntrct Data: OEC-5-10-154 – Name: NumberReport Label: Report Number Group: ID Data: TR-133 – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Consolidated+Schools%22">Consolidated Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Facilities%22">Educational Facilities</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Dissemination%22">Information Dissemination</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Adjustment%22">Social Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Tables+%28Data%29%22">Tables (Data)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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) – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEAUG1971%22">RIEAUG1971</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1971 – Name: AN Label: Accession Number Group: ID Data: ED049884 |
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| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 93 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: Adult Education Type: general – SubjectFull: Community Programs Type: general – SubjectFull: Consolidated Schools Type: general – SubjectFull: Educational Facilities Type: general – SubjectFull: Information Dissemination Type: general – SubjectFull: Research Type: general – SubjectFull: Rural Schools Type: general – SubjectFull: School Districts Type: general – SubjectFull: Social Adjustment Type: general – SubjectFull: Social Influences Type: general – SubjectFull: Students Type: general – SubjectFull: Tables (Data) Type: general Titles: – TitleFull: Long-Term Study of Educational Effectiveness of Newly Formed Centralized School Districts in Rural Areas. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. – PersonEntity: Name: NameFull: Kreitlow, Burton W. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 1971 |
| ResultId | 1 |
