Policy Study of Educational Issues. Title IV-C Pilot Program: An Educational Needs Projection Model. Project Report.

Autor/inn/en	Alston, Herbert L.; Valentin, Cathy
Institution	Houston Independent School District, TX.
Titel	Policy Study of Educational Issues. Title IV-C Pilot Program: An Educational Needs Projection Model. Project Report.
Quelle	(1978), (117 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Finance; Educational Opportunities; Educational Quality; Elementary Secondary Education; Political Influences; Questionnaires; School Surveys; Tables (Data) + Suchen Sie Ihr Suchwort? Bildungsfonds; Bildungsangebot; Bildungschance; Quality of education; Bildungsqualität; Political influence; Politischer Einfluss; Fragebogen; Tabelle
Abstract	This paper summarizes the procedures and the results of a 1977-78 Houston Independent School District (HISD) study to identify those groups who are most influential in determining public school policy and legislation, and to determine what educational issues were of most concern to those groups and what their positions on these issues were. The issues were identified by a review of the literature and interviews with selected HISD administrators. The issues fell into four general areas: school finance, scope and content of education, quality of education and educational opportunity, and influence groups and the control of public education. Eleven of the 30 groups who were requested to participate stated positions on the issues. Most groups favored equal state funds per student for every school district with the same tax rate, assuming that different types of students would be funded at different rates. The respondents were divided on the issue of mainstreaming severely handicapped students--most participants would like to adequately serve both regular and special students but realize that there are conflicts in serving both groups of students in the same classroom. The questionnaire used in the study is included. (Author/IRT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC