View/Open - Drake University
View/Open - Drake University
View/Open - Drake University
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~ ~ ~ l ~ 3: ~ ~emcl;ltil~e<br />
~ l i omandate\ n \ilill continue to publiclv promote more accountabilitv<br />
and hmce better educ:ltion. will pri~atelv tighten the noose on small schools.<br />
It's Very difficult to argue with accountability and promotion of higher standards.<br />
policymakers :Ire on solid round and it makes for good speech material at election time. In<br />
1998. \rllien thc Iowa legislature passed HF 2272, it \itas assumed by policymakers that this<br />
piece of le~isl;~tion ulould usher in the next round of school consolidations in the state. If the<br />
arinc hcili ties of many small districts could be deemed to not meet the educational needs of<br />
L L<br />
students. or if students were not performing as desired, it could be possible that districts would<br />
be forced to combine with neighborin: districts.<br />
HF 2372 wasn't the first time such legislation had been passed. As recently as 1988<br />
standards for schools had been implemented that precipitated sharing of teachers and students<br />
umon_r se\-eral school districts across the state. This ultimately led to reorganization between<br />
the participatinr diqtrictq. This process \vas further promoted by lesislation providins<br />
tinanc~;~l inc.cnti\ c\ ro di\rricr\ 10 reor~nnize by July 1. 1993. A strong argument might be<br />
nl:rilr* th;~t I-IF 2272 rccluircrncnt\ \!.ere intentionally desisned to result in another round of<br />
\c.hool c.lo\inr\ and rcnrgr~nization~.<br />
Inlpli';~t~i~n 4: The nirnl "l~fc\t\.le" a< 14.e kno\v it will continue to decline.<br />
Rur;ll Io\is;r i\ lo\inc the filrnilv farms. the small businecses. and ultimately the people.<br />
One inter\*iea.ce in [hi\ qodv put it [he becl \vhen she wid. .'\Ye can do all of the wonderful<br />
~hinp uvv do. Rut if a-e don't h;l\?e ;In! children. it's not ping to make an!. diffe~nce-"<br />
51;my of tllc \nl;lllc\l di\triCtq in ]~\vn are no\v facine entire ende le\els with -lust a handful of<br />
\tudca[\. Dislric[\ lh;1t ll:ld heen ;~hle lo justify [nro sections at each ~ dlevel e<br />
"~rc;~[i~~l\r" nlllll>ininr some s,,l:lll gr;lde le~~].: or placinp a ~~~~intes in clllssm@ms lo lo\ver<br />
now