Date of Award

1-1-1982

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

The purpose of the study was to solicit pertinent opinion and data intending to inform policymakers and educators concerning the feasibility and potential consequences of specifying an adequate level of education in North Dakota. National experts and selected North Dakotans interested or involved in educational policymaking were interviewed.Four questions were answered: (1) What are the national trends in defining educational adequacy? (2) Where educational adequacy has been defined, what have the results been? (3) What are the salient issues to be considered if North Dakota undertakes defining/funding adequacy? (4) Who are the predicted "winners" and "losers" if adequacy is defined and funded?The study concluded and recommended that: (1) A definition of educational adequacy must be informed by clear perceptions of the goals of education, defined outcomes, and rational concepts of available resources; (2) Defining the boundaries of education has an appeal for the apparent relationship to educational, school efficiency, and economic reasons; (3) Any ultimate definition of educational adequacy would be impacted to a large degree by political issues; (4) A standard definition of adequacy will not suffice for all students or without possibilities for change over time; (5) Extremely explicit definitions of adequacy invite challenges of nondelivery; loose definitions may not give proper focus to school programs; (6) Policymakers should involve the education lobby in dialogues which go beyond the typical legislative committee hearing forum; (7) All participants should recognize the dominance of fiscal considerations on the adequacy issue, while allowing philosophical and theoretical considerations to impact any ultimate adequacy definition; (8) Efforts should be made to employ outside assistance and continue to seek methods to learn from the experience of other states; (9) If an assessment system is implemented using student output criteria, input and process considerations should be implemented in conjunction with outputs; (10) Adequacy discussions should continue with care taken to consider the ramifications and possible consequences.

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