Date of Award

1-1-1985

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Abstract

The purpose of this study was to analyze information about science laboratory equipment in North Dakota high schools during 1954-1984 and to determine if past experiences and present conditions warrant new federal aid to schools for purchasing science laboratory equipment. A history was written about all federal legislation funding school science laboratory equipment and about the administration of funds from that legislation allocated to the North Dakota state education agency, the Department of Public Instruction (DPI). Most of the federal funds used for school science laboratory equipment in North Dakota were authorized by Congress under Title III of Public Law 85-864, the National Defense Education Act (NDEA) of 1958.Historical description and data were obtained from education research reports and from federal and DPI publications, as well as from personal papers and interviews of the North Dakotans who administered NDEA Title III funds. Four questionnaires were developed for this study to determine the quantities of 65 types of science laboratory equipment in North Dakota public high schools during 1984-1985. Descriptive statistics were tabulated based on data from 92% of those schools.The goal-attainment model of evaluation was used to determine the effectiveness of the NDEA Title III program in North Dakota. The goals used in this study were the standards for quantities of equipment established in 1962 by the DPI to comply with federal legislation and regulations. The current quantities of equipment were compared not only to the 1962 standards, but also to quantities reported in 1959. The conclusion was made that the NDEA Title III program in North Dakota was successful in meeting DPI standards.Science teachers' ratings of their laboratory equipment indicate that the needs in North Dakota for acquisition of science laboratory equipment are not as pressing now as in 1959 and that legislation identical to the NDEA should not be passed by Congress. However, the administration of funds from current legislation, such as the Education for Economic Security Act of 1984, can be made more effective if lessons are learned from the efforts of people who administered NDEA Title III programs.

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