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ERIC Number: ED418979
Record Type: Non-Journal
Publication Date: 1996-Jun
Pages: 37
Abstractor: N/A
Reference Count: N/A
Nested Structures: District-Level Data in the Schools and Staffing Survey. Working Paper Series.
Ross, J. Michael
This paper presents a number of arguments for the increased importance of within-state district-level data in systematic assessments in the organizational structure of schools as educational institutions. The major question is whether the Schools and Staffing Survey (SASS) should shift its focus toward more macro-institutional district level processes rather than toward more micro-organizational classroom instructional models. Arguments are derived from a review of sociological theories as applied to the organization of education in the United States, a critical review of the 1993 SASS district-level survey, the increasing importance of student school choice, and recent policy research. The current and future utility of the SASS is derivative of relatively new state education reforms. The only comparative state data on the organizational status of districts and schools comes from the SASS. States have chosen not to abolish the local school district, and only under extreme circumstances do states administer districts with state personnel. The only way to be informed about reform effects in school districts is to review their implementation at the district level in each state, something the SASS can do well. An appendix lists district and state SASS samples by state. (Contains 30 references.) (SLD)
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)