ASCHOOL COMMUNITY NEEDS ASSESSMENT OF THE ALBIA ...

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20 demands by the public for a voice in the decisions affecting the education of the children of their community. Why isn't community surveying used more by educators? Peach points out that educators hesitate to plunge into community surveying in fear of one of two results: (1) If things are going badly and people already are in an uproar lJ who wants to add more fuel or fan the flames? or (2) If things seem to be humming along smoothly in a district lJ why take the chance of stirring up the pot? Both reasons may seem valid, but in reality they are excuses. If the schools are already haVing image trouble it is best to get moving and find out what it is that concerns the constituents. If, however, nobody is complaining about anything, chances are good that the school leaders have been sitting smack on their laurels doing things the way they have always been done with the result that both the children and the community are being short-changed educationally. A full-scale sample survey using local personnel also provides an opportunity to develop somempirit de corps within the community.l A survey must include a valid random sample--a sample carefully created to minimize bias. Surveying parents only, for example, promises find! or older. with built-in bias, as would only surveying those sixty years old The broader the base for the sample, the better the chances of obtaining a cross-section of the community. The interview technique offers the advantage of the direct contact with the public that cannot be obtained with the by-mail survey. Take an Honest District Survey," CLIX, No. 12 (June, 1972), 29-30.
21 Attitude sampling by qUBstionnaire or by personal interview arB two means of seeking community fee1ings. 1 The techniques of developing, administering, and analyzing these two instruments are not so well known. Also. readability of the items being rated and return percentages are major considerations in a survey design. Analysis of response by age. marital status. number of children in school. employment, income. and education are seen by Hoyle and Wiley as worthy considerations. 2 Berdie points out that to know the wishes of the community more 3 precisely. note responses by specific age and education level. He also indicates that utmost discretion must be exercised when asking questions concerning income. religious affiliation, and other personal information. survey: Serdie also adds that the following can aid in conducting a 1. Give it plenty of publicity early. 2. Involve the community through committees. etc. to interpret the results. 3. The results represent voluntary public opInIon and can be used by the educational institution to develop a specific plan of action. 4 1 1 and Eldon l. Wiley. "What Are the People Telling John R. Hoy_ 8 U ) Us?" Phi Delta K13Ppan, LITI, No. 1 (September, 1971 • 49-50. 2 t bi d • ·t A k Questions like These," • Berdie, "To Rile the Commun1ys American School BoardJournal (June, 1970). p , 28. 4 I bi d •
Page 1 and 2: A SCHOOL COMMUNITY NEEDS ASSESSMENT
Page 3 and 4: A SCHOOL COMMUNITY I\lEEDS NT OF TH
Page 5 and 6: iv Chapter APPEmIXES A. LETTER OF I
Page 7 and 8: Chapter I INTRODUCTION Statement of
Page 9 and 10: :3 The the in the had no The civic
Page 11 and 12: What we have to do. in my opinion.
Page 13 and 14: 7 other alternatives that contain a
Page 15 and 16: 9 school board meetings and by home
Page 17 and 18: Fantini advocates the fallowing pri
Page 20 and 21: accountability measures.! 14 The de
Page 22 and 23: 16 research programs must be assess
Page 24 and 25: community groups would meet to defi
Page 28 and 29: Chaptet' 3 PROCEDURES Desion of the
Page 30 and 31: The on1y exception to the above app
Page 32 and 33: Chapt.er 4 INSTRUMENTATIONS AND RES
Page 34 and 35: Table 2 28 Tho Avorage Ratint;J of
Page 36 and 37: Table 2 (continued) 30 Objective nu
Page 38 and 39: Table 3 32 The Statement of Objecti
Page 42 and 43: The ratings of each of the sub-obje
Page 48 and 49: Chapter 5 SUMMARY AND CONCLUSIONS S
Page 50 and 51: under the major objective were aver
Page 52 and 53: 46 Board of Education, administrati
Page 54 and 55: BIBLIOGRAPHY A. BOOKS Carver, Fr-e
Page 56 and 57: Hughes" Larry W. "Better BUdget Bui
Page 58 and 59: APPENDIX A 52
Page 60 and 61: APPENDIX B 54
Page 62 and 63: APPENDIX C 56
Page 64 and 65: 58 14. DEVELOP ABILITY TO USE SCIEN
Page 66 and 67: 60 29. 34. DEVELOP A KNOWLEDGE OF S
Page 68: 49~ CULTI BEAUTY NATIONS, 50. DEVEL

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