Date of Award

8-1980

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Abstract

This research was conducted for the purpose of studying geographical isolation as it relates to schools. Geographical isolation is defined in the study as the particular circumstances in which schools are in need of supplemental revenue due to a combination of small size and geographical factors which inhibit reorganization or consolidation. The procedure was to investigate, document, and synthesize the actual enactment, implementation, and impact of geographical isolation factors in selected states which have employed such factors in their school revenue legislation.

Chapter II contains a review of the literature regarding the problems of small and isolated schools and the legislation enacted to provide financial help to geographically isolated schools in order to assist them in implementing solutions to their problems. The chapter contains a review of the appropriate legislation in the twenty states which reported the inclusion of geographical isolation factors in their public school revenue legislation.

Chapter III provides the rationale for the selection of the three representative states which have enacted legislation pr0viding for geographical isolation factors. The states selected were Nebraska, Oregon, and Washington. Four major questions were developed to guide the case studies of these three states.

  1. What was the original legislation containing the geographical isolation factor and how and why was it selected and later amended?

  2. What was the historical background of the legislative enactment?

  3. How was the legislation implemented?

  4. What actual and perceived impact has the legislation had on the schools and school districts within the state?

Chapters IV, V, and VI each contain an in-depth analysis for one of the .three selected states. These analyses include the specific legislation and its historical background, the legislative/political process of enactment, the implementation of the legislation, and its actual and perceived impact within the state. A summary of the data is included in Chapter VII.

The final chapter contains the writer's observations of the three representative states, the conclusions which were developed from the study, the recommendations for further study and action, and a model geographical isolation factor. Seven conclusions are enumerated.

  1. The use of geographical isolation factors can be an effective means of identifying the necessary small schools and of providing those schools with sufficient revenue to provide a standard educational program.

  2. The use of a geographical isolation factor should be coupled with active enforcement of accreditation standards in order to ensure that students in those districts which remain small because of local choice are provided a standard educational program.

  3. Both the isolation and the size criteria of geographical isolation factors should be established only after careful study.

  4. The isolation criterion of geographical isolation factors should be established with objective measure(s) of isolation.

  5. Geographical isolation factors should include an appeal process by which schools may be classified as isolated even though the objective criteria are not met.

  6. Geographical isolation factors should apply to individual schools (school plants) rather than to school districts.

  7. The revenue provisions of a geographical is0lati0n factor should be included in a state program of equalization. The study concludes with a model geographical isolation factor which includes a distance measure for the isolation criterion, a size criterion of 150 students per school, and revenue provisions based upon teacher units allowed.

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