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a susprise to state leaders. Graduating seniors were outnumbering the incoming kindergarten
classes, and U.S. census information was predicting the trend to continue. But small towns
were not looking to consolidate with neighboring districts and risk the loss of their local
school buildings. Rather, communities were seeking any means possible to enhance the
oppol-tunities for maintaining their identities. Oftentimes Iowa's small communities viewed
their identities as revolving around the local school.
The legislated mandates made no exception for size. resources. or expertise. Iowa's
small districts were forced to meet the same criteria in the same way as the state's largest
districts regardless of resources. No district was exempted from the process. A major
question surrounding the implementation of HF 2272 in small districts thus became whether
s~nall districts could adapt to state policy. or if state policy could be adapted to fit small
districts.
Statenlent of the Problem
Io\\.a's small districts faced challenges that put into question their \.cry existence. not
jusl I'or thc school itself. but also for the small town or touvns that made up the local district.
The problem of' this study then. \yas to learn. describe. and understand how the educators from
Io\\.a's small ciistricts understood the intent of the legislation and how they planned. and
inlplernrntecl Ilouse File 1272. Further. this stud\ sousht recornmendations from educators
f.or- Icgisl~~tcrrk to consiilcr. in fine tunin2 or alterins existins polic\' and makin: filture polic!..
l-.i\.c. rc.sr.;lrc.h clncsticjns suided this stud),:
1. HO\\. jit] 1~1F '777 c]l;tnfc. \j.h;~t districts \\.t\re required IO LIo'?
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lljci sIlli,ll cj,str,~ts ll;l\y tllc necess;\r!. reso~~sces ;IIICI skills to 1111ple111ent HF
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