schocis - ericdocument resume. tm 004 800. report: priorities of problems, program areas, solutions...
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ED 111 833,
TITLE1
INSTITUTION
PUB DATE,NOTE
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
TM 004 800
Report: Priorities of Problems, Program Areas,Solutions to Problems and capital ConstructionNeeds.Dade County Public Schools, Miami, Fla. Dept. ofPlanning and Evaluation.12 Stn 7566p.
.MP-$0.76 HC-$3.32 Plus PostageAcademic Achievement; Administrator Attitudes; BasicSkills; Class Size; *Community Attitudes; Discipline;Educational Objectives; *Educational Problems;Educational Prograisl Elementary, Secondary Education;Individual Needs; Interviews; Problem Solving; SchoolConstruction; *-S-chool Systems; *Surveys: TeacherAttitudes; Teaching Skills
IDENTIFIERS- *Dade County-Public SchoolsM
ABSTRACTA sample of the general population of Dade County,residents were surveyed,'by interviews, by an independent researchfirm during December, 1973 regarding educational goals, major
problems confronting the schools and their op lions regarding certainschool system programs. It was decided to refine and augment those-results by surveying specific involved and informed groups regardingfour topics: (I) priorities of problems facing the school system, (2)priorities of broad program are&s,.(3) emphasis on. solutions- oproblems, and (4) priorities of capital construction needs. T issurvey, conducted during March* 1975, involved 9,695 indi'vid 1respondents; approximately one-third of which indicated that theywere parents of students presently enrolled in Dade County. p hlicSchools. The respondent groups were: community advisory cola tteesand other community or school-related groups, county/areaadministrators, elementary and secondary school principald, dassistants, and elementary and secondary teachers. The degr ofagreement between respondent groups was consistently high. file surveyinstrument, asking respondents to rank fifteen possible problemsfacing the school system, is included as well as the detail surveyresults. (Author/RC)
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REPORT:PRIORITIES OF PROBLEMS, PROGRAM AREAS,SOLUTIONS TO PROBLEMS AND CAPITAL
CONSTRUCTION NEEDS
P.
Prepared byDepartment of Planning. and Evaluation
Dade County Public Schools1410. Northeast Second Avenue
Miami, ,Florida . 33132..June 12,". 1975
TABLE fg CONTENTS
.
INTRODUCTION
OVERVIEW 'OF FINDINGS
Priorities of ProblemsPriorities ofExisting ProgramsEmphasis on Solutions to ProblemsPriorities of Capital Construction Needs
.
Page
2
3
7
INFORMATION RELATED TO THE' FIVE HOST SERIOUS PROBLEMSIDENTIFIED IN THE SURVEY
9General Discipline and Severe or Repeated Misbehavior
. 9Class Size11Overcrowding in Schools16Achievement in Basic Skills . .
o.19
DESIGN OF THE SURVEY . . . It . ...... .. 22Purposes of the Study22Identification of Respondent Groups22Construction of the Survey Instrument . . . 23Administration of the Survey.Instrument 24Procedures for Analyses of-the Data . . II 24Limitations of the Study25
COMPARISON OF MEAN RANKINGS, BY GROUPS, FOR EMPHASIS. ONSOLUTIONS TO PROBLEMS
ANALYSES oF'ITEMS FOR EACH RESPONDENT GROUP AND COMPOSITE
26,
1 OF ALL GROUPS3DPriorities of Problems31Priorities of.Program Areas'38Priorities of Capital Construction Needs 46
THE SURVEY INSTRUMENT54
-
5.
4
4
INTRODUCTION
A sample of-the general population of-Dade County residents were surveyed,by interviews, by an independent research first during.December, 1973 regard-,ing educational go41s, major problems confronting the schools. and their 'opinions regarding certain school systed programs*. It was decided to re-fine and augment those results by surveying'specific involved and informedgroups-rding four topics: 1) Priorities ofProbleis Facing the SchoolSystem,
rega
System, 2) Priorities of Broad Programs Areas, 3)tEmphasis on Solutions toProblems, and 4) Priorities of Capital Construction Needs.
This survey, which was x4nducted during.Mat1Ch; 1975, involved 9,695 indi-vidual respondents; apprOximately one-third of which Indicated that theywere parents of studentspresentlyenrolled in Dade County Public Schools.
The respondent grOupswerie:
Category Humber Responding
...
Community Advisory Committees 1 478Other Paiticipating Commdnity or
.
Sthool!elted GrOups1 267County /Area Administratens
208Secondary, School Principals/Assistants 228Elementary_ School Principals/Assistants 288Secondary Teachers 4,094Elementary Teachers
.44,132
Total-Responses Processed** 9,695
for further respondent group identification, seepage 22.
* Hubbell', Ned and AsSomates,,How Dade Count Residents View theirSchools, December, 1973;
OVERillEli CF FIIIMSS
The .degree of agreemeht between respondent groups, in each of the fourcategories (Problems, Program Areas Solutions to Problems and Construc-tions Needs) was consistently high.
a
PRIORITIES OF -PROBLEMS. .
Respondents were askedto.rank fifteen possible problems facing *the,school system and were asked to add other serious problems not,includedin the list of problems provided. (See page 54 for-the complete surveyinstrmmentY.
The table below presents the fifteen problems ranked according to theresponses of the composite of all :groups so that comparison may be madeof the mean rankings of eacil of the groups involved. Specific dataregarding' rankings by specific groups may be found on pages 30-37.
Comparison of Mean Ranking, by Groups
Itei
General Discipline 1 1 2 1 I
Severe/RepeatedMisbehavior 1\ 2 6 5 5 1 1 2 3
Class Size 4 .3 4 4 E 6 5 5 2
Overcrowded Schools 3 4 3 2 4 4 6 3 4 -Achievement/BasicSkills . 11, , 5 1 3 3 3 2 4 6
Special Needs ofStudents 9 6-..5 625415
-
Finances-Operatirig 7 '7 8 8 6 7 7 1 1
Cuiricultaa Adapt-ability 10 8 :9 9 7 8 8 8
Public Attitude 14 9 T3, ; 13 11 10 10 1 9
Curriculum Delano, 15 107 '11 I 10 12 .12 9 12 10
Finances-Capital . 6 11 10 11 10 9 12 10 12
Competency of Teachers 12 12 7 7 9 11 11 13 11
Substance Abuse 5 13 12: 12 14 13 15 11 13
IntegratiOn 8 14 15 15 15 14 13 14 14
Racial/EthnicDiscrimination 13 IS 14 14 13 15 14 , W 15
* Respondents 'ranked 15 problems facing the school system; the most seriousWei given the rank of 1. '
Cbsematicns from Data in Chart
General Discipline is clearly the tcp-ranking problenwithsubstantial agreement between all respondent groups.'
. Advisory committees, othpr community groups and county /areaadministrators perceived SeverenepeatedNisbehavior as lessserious that did teachers and school-based adMinistrators.
Class size was considered as a very serious problem by ele-.rentary teachers but less serious by county/area ad6inis-
,trators.
* Achievement in Basic Skillsreceived a composite ranking of
fifth, but advisory ccrimitted5 ranked it as first and ele-mentary teachers ranked it as sixth.
,The'problem of responding to Spe cial Needs of IndividualStudents was ranked sixth by the composite group, but wasranked as second by county/area administrators.
Competency Level of Teachers was given a. composite rankingof twelfth,,but advisory committees and other communitygroups ranked the problem as seventh.
Other Problems Listed by Respondents
When asked to list, additional problem not included in the survey instrument,several wgre'frequently mentioned. In order of frequency of mentions,these were:
Administrative CompetenceTeacher TenureAttendance of StudentsTraffic at Elementary Schools
Information Related to.the Five Most Serious Problems
Summaries of information related to the five most serious problems identifiedin the survey may fbund on pages 9-18.
PRIORITIES OF EXISTING PROGRAM AREAS./
Respondents were asked to rank seventeen existing program areas accordingto their feelings as to their relative importance in terms of meeting theneeds of the students.. Top priority items in this serries related to themore traditional generarpurposes of,public education. The followingsummary table of mean'rank4ngs by
individual groups and by the composite- le all groups depicts a substantial degreeof agreement between the groups.More detailed data regarding the rankings of-program areas by the individualgroups maybe found on pages 38-45.
)
,
Priorities of Existing Program Areas'!Comparison of Mean Ranking, by Groups
Ites ,
General Knowledge 1* 1 I 1 I '1 2 1 1
',Basic Skills 5 2 2 2 2 2 1 . 2 2 .
Attitudes - Values 7' 3" 3 4 3 3 4 3
Effectivi Citizenship 10 4 4 5 4 5 4 5 5
Prtventiongreaimen1Misbehavior 17 5 7 6 6 6 5" 6 4
Saleable VocationalSkills 3 -6 g 3 5 4 6 3 6
tdllege Preparation 2 7 6 8 9 8 12 7 11
Career-Education
(Elem.. Jr. High) 16 8 9 7 8 7 9 8 10
Exceptional ChildEducation 11 9 .8 9 7 12 7 , 12 - 7
Physical/Health . r kEducation 4 101 12 11 11 10 .10 10 9
Compensatory Educa-tion (Local) 12 11 . 10 10 10 11 .8 11 8
Portly Living/Consumer Education 15 12 13 12 12 9 11. 13
Environmental- Educ. 8 13 11 13 14 13 14 13 12
Aesthetics /Fine Arts 6. 14 14 16 13 15 13 14 14.
Adult EdUcation 13 15' 15 14 15 14 17 15 16
Ccminunity Schools 14 16 17 15 17 16 15 16 15
'Bilingual Education 9 17 ,16 17 16 17 16 17 17_
* Respondents ranked 17 program areas; the most important was ranked as 1.-
'4
41.
EMPHASIS ON SOLUTIONS TO PROBLEMS ,
Respondents were given a listing of thirty-four acitivities or programsw1ich are considered by some to be viable means of improvingthe qualityof education in the Dade County Schools. Tney were asked circle one ofthe following responses for each item. 1) Critical, 2) Very Important3) Important, 4) Les Important, 5) Not IMportant. A mean response wascomputed for each item for each respondent group and for the composite .ofall groups. The items were then ranked according to the mean responsesfor the composite group. Thetop six items and bottom six items are pre-sented below in a chart that depicts comparative rankings across groups.A complete comparison chart, with all thirty-fouritems included, may befound on pages, 26-29.
'Six Highest Ranked Solutions to ProblemsComparison of Mean Ranking, by Groups
.
Incrsitied emphasis on pre-vention/control of studentmisbehavior.
Improve basic skills corn-potencies by expandingreading and math progressat all levels.
Allocate additional person-nel to schools to assureappropriate pupil-teacherratios.
Increase emphasis onattracting, hiring, re-taining "good" teachers.
Maintain a balance in thecurriculum by increasing
emphasis.on basic educa-tion such as math, sci-ence, social studies,language arts.
Relieve overcrowding inschools by constructingadditional schools.
3 1 10 4 3 2 5: 2 1
10 2 1 1' 1 3 2 1 '4
5 3 4, 6 11 8 1 5 2
6 4 2 2 2 5 4 3 6
27 5 3 3 8 6 3 '4 8
18 6 5 8 6 3 9 6 5
Item
Increase emphasis on con-staer education..
lilitinue to expand the"COmmunity'School program.
Increase participationof the calamity throughan improved or expandedcomounity advisory Com-mittee structure.
Six Lowest Ranked Solutions to ProblemsComparison of Mean Ranking, by Groups
Develop a program ofeducational options.
Insure that i11.non-Span-ish speaking pupils aregiven the voluntaryOpportunity to learn- tospeak and write - Spanish.
Expand implementation ofthe elementiry.Quin-mester curriculum.
32 29 29 31 28 25' 28 22 .30
22 30 27 29 -q 32 31 '27 31 29
21 31 17- 26 '30 30 32 30 31
32 33 33 29 26 31
16 33 32 32 33 33 29 33 33
. _
34 34 34 34 = 31 34 34
Observations from Data'on Solutions to Problems (Top.Six and bottom Six.)
Increasedtiphasis on Prevention/control of: Student IllisbehAyiorreceived the number ,one derived ranking in the list of thirty-four'ATLitions to roblemsby the composite of all groups andby elementary teachers, but advisory committee members perceivedthe item as, less importantly placing.itas:tenth..
0 County/area 'administrators disagreed somewhat with other. groupsby .placing less emphasivon the need for allocating. additionalpersonnel to schools to assure appropriate pupil-teacher ratios.
a
There was a remarkable degree of agreement among the groups inthe bottom six items except; item 21- advisory committees placeda higher'value than other groups or the expansion df advisory com-mittees and, item 32-secondarpAeachers placed a,slightly highervalue on increasing the emphasis-on consumer education..
2
11
Other Observations from. Data on Solutions to Problems
(See_pages 26-29% for complete comparison charts.)
_Several frequently recommended solutions to problems failed. to be raqdin the top-half of the list thirty-four solutions listed: Some were:
Increased Discretionary Use of Resources a# the SchoolLevel (eighteenth) -
Improved Staff Development progroms (nineteenth)
Responding,to Societal Probjems (drug abuse, alcoholism, etc.)by Expanding the Comprehensive Health Education progrars (10-eity-second)
Expand the Elementary Counselor program (twenty-third)
Expand Career Awareness/Career Exploratory progrars at eleme-Ftarf/junior high levels (twenty-fifth)
Expand Placement/Follow-up services (twenty-seltth).
Additional Solutions Proposed by Respondents
At the endof the list of thirty-four possible solutions to Omplems.respondents were asked to add any other solutions deemed tmportant.Some additional solutions proposed by various respondents-were:
- Provide for more teacher input into'thedecisionmaing process.
Lower the maximum'age for compulsory.attendance.
Increase academic penalties!for excessive absences.
Improve administrative competence by providing more workshops inbudgetary procedures, school law and_union-tatters.
PRIORITIES OF CAPITAL CONSTRUCTION NEEDS
*Respondents were asked to consider the fact that projected funds for capitalconstruction will not be adequate over the next five years to meet thesystem's identtfied needs, and to assign a rank, one to six, to six capitalconstruction needs that may compete for limited funds. The following chartgives a comparison of. the rankings by each group and the cocposite of allgroups. Additional data regarding individual group responses ray be foundon pages 46-53.
7
. .1
Aircondition Schools 1 I' 2.
1 3 2, 2 1 1.. ..
1
Priorities of Cipital 'Construction NeedsComparison of Mean Ranking,, by Groups
O
Eliminate DoubleSession 7. 4. 2 1 -3 1 1 . 2 4'
,Ileinice ObsilleteWWI* 5 3 -3 r 2
liencrate/hdaptExisting oolitic: 5 4. 4 4
Additiscal You- \.tionalacillties
. .
5 6 sii
Maintain/ImproveExisting Facilities 3 6 .54' :6 - .6 5 6 5
...
4
5
3 "fr 3 3 3
44. ,e5 2
5. 6 4- 6
:,......
-Should Strict- Adherence" to' Established Priorities be Observed? IK...
.
,.)t
In:4;eferefice--ta theysix*C,epitai Construction "Needs; the respondents 44.1. ,,..it
asked to. answer the follbwirig. question:"If 'priorities were established! orthe above in some satisfactory manner, do you agree tlAt, the needs shouldbe met in strict priority order (i.e., priority need,n0er one should. becompletely met before priority need -number two receives Ifunds, etc.)?".
....
Yes
.. - -.The composite of a1=f groups slightly favored the affirmativet response, with50.3% responAing,.."Yes". However, 54.8% of Area/County Administrators and.,.50:9% of Secondary ,PriVpipals/Assistant/Principals said, "Nb". 'See pages --;-;
45-53 for additional details regarding this question and the responses bythe various groups.. . i.
7.-:.----
ut
13 8
INFORMATION.RELATEO.TOTHE FIVE'MOST.SERIOUS.PROBLEMS IDENTIFIED IN Tom" SURVEY
-
Summaries of information related to the five most serious problemsidentified within ,the survey are_ provided within this section for,planers and decisionmakert.
As-one tan,readily observe, the problemswhich have been identified are of such a nature that any summary likecountywide information may only serve ,as a starting point for an.ade-quate analysis of the problem., In some cases, additional studiet orreports pertaining to these areas have already been prepared; these re-,ports and'bieir availability haVe been indicated. .
GENERAL DISCIPLIIE AND.SEVERE OR-RPEATED:MISBEHAVIOR.
These-two problem areas were'identified as being the most critical.of the problems of the-tchool SysteM.,
..
These areas are particularly difficult to.analyze on a cross - schoolbasis. Some student bebavior which would be viewed at-undesirablein one school may be tolerated and'even condoned in other schoolsettings. Two of-the best sources of information about disruptiveactivity on the part of'pupils can be found in suspensions andexpulsions informatimand in an analysis ofAncidentS.which werereported to the Security Department.
In terms of suspensions and expulsions, the numbers have dropped (rather dramatically during the past few' years. This drop can be.reasonably attributed to the opening and operation of In- School,Centers for Special Instruction and to the availability of alter-'native schools. As one can note from the following chart, thesuspension/expulsion rate has dropped by 38% between 1972-73 and1973-74. Data which.is already available for the 1974-75 schoolyear indicates a,continuation'of this trend.
COMPARISON OF SUSPENSIONS AND EXPULSIONS
Year.
Principals'Suspensions
Additional30-Day
Suspensions Expulsions
Total. Ffrst Month.
'Membership1969-70,
1970-71
1971-7Z
1r1972-73
1973-74
1974-75*
9,730"
9,759, %
11,957
/8466c
/4;733c .
( 2,939A
236
299
518
,517
154
1
43'
68
157
135.
23
0
244,157a
240,472b .
245,242
244,565
246,739
a Includes l,67i Headstart pupils.b Includes 1,431 Headstart pupils.
,
.c Reduction attributed to School Centers for Special Instruction* Through, AOriT-17, 1975.
194
An arialysis of total incidents reported to the Security Depa nt,would reveal the extent of seriously disruptive incidents. I shouldbe noted that some of the apparent increase in security incid ntsduring this year likely.due to improved and more rigorous port-ing_precedurei-and does not, then, necestarily indicate a subs antiallipswihg in disruptive behavior. While the statistics in the Flowingchart are clearly disturbing, it should be realized that many f theseincidents.involved persons other 'than those enrolled in the-k ools.Of those incidents involving only students enrolled.in Dade ntyPublic Schools, less than 2% clic the''student body were involve0
COMPARISON OF REPORTED SECURITY INCIDENTS 1
Offense Class 71-72 72-73 73-74 741-
Homicide NA 1 1,
Forcible Rape NA 4 6
Robbery NA 150 119
Assaults, Aggravated(non- classified)
NA - 143
Personnel/Student NA 175 131
Student/Student NA 674 566
Personnel/Non-Student NA 17. 19
Student/Non-Student RA , 40 40
Breaking and Entering.,
NA 1,078 1,282
Larceny-Theft (except Auto NA 895 1,298Theft)
'kArson
....._ 101 294-
42
Malicious Mischief (Vandalism) NA 246 308
Narcotic Drug Law NA 244 163
3
f.51
134
633
43
86 .
1,493
1,988'
. 61
1,060
139
*Year to date, July 1 to April 30, 1975.
At the present time the school system is offering a series of programs.-addressed to these problems. These include:
Hunter of Cases,Served
In-School Centers for Special Instruction 128,002 student days*
Socially Maladjusted Clastes 1;311Emotionally Disturbed Classes 691
* Total number of'student days between July T, 1974 and April 3, 1975;'all other data represents number of individual students served during1974-75..
10
ri 1.5
4
sCLASS SIZE.*
Class size.4as again been identified as -a major problem in the fir'Iito t.... v , g .system.
..
. ,
4 . ly$4,4ti.4i c-Jr7 :1.t
, 1. !it is also a concern in most other school districts in,tfie Uni ,;). /4States, except for a few highly affluent suburban districts. eirtiI., :in. 'this area haPnot, of "course, found any-consistent relationsh 1). 1
r.;between clasi.size and pupil achievement; however, most teachert aha'lt .parents would agree that a smaller class size contributes to an ii
ronment more'conducive to individUalizfng instruction-and til'aproductive classroom climate. The'major constraint to reducingi 1,class-size in anmhschool district involve the tremendous inCrease:,in costs whi*mdit be incurred for even minor reductions, both -Aterms of'ope Ling costs and expanded facilities.
,
What is the typical teacher-pupil ratio'in the Dade County School's?`'
. ,.For elementary schools, if one excludes classes for exceptional AL:
1
children (Retarded, Handicapped, Disturbed, Gifted), and includes Afederal programs, the teacher-pupil ratio as of October, 1974, waas follows: '-
. Elementary Personnel used forAveragCompUtation'of Average Load Pupils Classes Staff Load
,.
Regular Profeiiional Teachers 111,495 3,657 3,657 30.5"Regular Professional Teachers - . , 4,212 26.5plus Aides and Assistants**.(
eRd§ularr Professipnal Teachersplus Aides/Assinants** and'Music-, Art, Physical Educa-
tion, Bilingdal Teachers
qkr4 It '44'
5,066.3 22.04
`ift)
. As one may observe from the above chart, the average teacher-load r tf
decreases dramaticalliforelementary, schoolt upon inclusion of'teacher aides and assistants in the total`;;, Teacher aides andassistants provide valuable services to professional teachers in 1-reducing their overall work-loads. During 19/4-75,.approximately1,110 such personnel were utilized in sele-Mentary schools.. If oneincludes the services of art, music, physfeateducation, and bilin-gual teachers in the load factor, class size is further reduced,Instructional personnel for these special programs 11.1 elementary jschools have,been increased substantiallylOring the past few years.
4* Additional information pertaining to this area may be foundin thefollowing documents issued on.an annual basis by the AdministrativeResearch Office: Elementary Class Size: October, 1974 and Secondaryl,Class Size: October, 1974.
'** Two aided or assistants equals one teacher.
11
Trend-wide, over the past few year's, the elementar rofessional class-room teacher-pupil ratio in the,school system has r ped nearly con-stant (if one excludes the services of such specialts s as art, music,physical education, and bilingual teachers, and if on discounts thegrowing use of teacher, aides and assistants). The, fol owing chart de-,picts this trend:
'ELEMENTARY PROFESSIONAL TEACHER-PUPIL RATIOS
1969 1970 1971-' 1972 1'73 1974
'Teacher-Pupil Ratio 30.2 29.5 31.1 '31.3
Percent of Classes with25 or Fewer Pupils 9.4% 13.0% 5.6% 4.2%
Percent of Classes witha Range of 26-35 Pupils 87.3 82.6 87.1 88.8
Percent of Classes with36 or More Pupils** 3.3 4.4 7.3 7.0
3b 8 30.5
5.0%", 7.7%
88.0 '85.2
7.0 7.1
* Classes by homeroom, excluding exceptional child education.
** Carger classeS feature the use of aides ig conjunction with' theprofessional' classroom teacher. The abov display involves reg-ular classroom teachers And excludes the services of aides/assisr.tants and resource'teachers.
ji
Upon viewing elementary class size itrepds,by grade leVels, it should benoted that the average class size of 1-3 classes has decreased slightlyover the three year period; whilethose.for kindergarten and 4-6 haveremained.stable:
ELEMENTARY CLASS SIZE, OCTOBER EACH YEAR1972-73, 1973-74, 1974-75*
Kindergarten Gra Grade 4 -6No. No. No/.
Year Classes Avg. .Classes A g. Classes Avg. .0"
It 1972-73 449, '2441973-74 '445 25.91974-75 501 24.9
1 36 30.3 1,767 32.01 42, 29.0 1,803 32.41, 22 28:9 1,868 32.0
Excludes combination classes
I
Secondary school clasi:Sizevfor - 1974 --75' are asjfollows (excluding.classes ft* exceptional pupils): &'
Type Classes'Junior High Schools
Classes -Pupil's ,Load:
14530-.All Classes
Vocational/Technical Classes
Art, Music,
Health/PhysicalEducation Classes 2,001
All Classes ex-
cluding Vocational',
878
Art, Music, and'
Health/PhysicalEducation 8,651
Senior High Schools
Classes Pupils Load
325,787 -;:24.3 11,9,03 314,376 26.4
16,109 18.3 1,676 31,920. 19.0
75,505 37.7 1,523 51,894 34.1(
234,173 27.1 8;704 230,562 '26.5
(Professional classroom teacher-pupil ratio as of October, 1974;includes 'federal programs.)
, ..Trend-wise, class size for junior high schools has decredsed slightlyduring the past few years with'senior high class size remaining nearlyconstant.
''.
AVERAGE PROFESSIONAL TEACHERPDPIL RAT/OS FOR SELECTED---S-ECONDARY SCHOOL CLASSES: 1969-1974 *
1969 1970 '1971 1972 1973-'1974Junior High Teacher-Pupil Ratio
27,.5' 26.2 26.7 27.6" 27.3 26.8.Senior High Teacher----...Pupil Ratio 25.4 24.8 25.3 26.0 25.8 25,7.Percent of All Secon-dary Classes with 25or FeWer Pupils '36.4% 43.7% 40.7% 35.9% 37.9% 39.8%Percent of All Secon-dary Classes with aRange of 26-35 Pupils 60.7 53.5 56.0 all 57.4 55.4Percent of Classeswith 36 or More'Pupils 2.9 2.8 3.3 ,.0 4.7, 4.8
*,Classes by subject,excluding exceptiOnal child education, ITV,health education, physical education, music, cooperative businesseducation, and non-credit classes such as study hall.
Finally, one may attempt to compare average class size within DadeCounty to that of other districts, the 'state of Florida itself, andthe nation. This comparison must be approgaed very cautiously sinceclass size is dePendent not only on the wealth ofa.district/state andthe degree to which citizens are willing to tax themselves to support.education but also on needs for programming. Exceptional child andvocational classes 'typically feature lower teacher-pupil ratios and theneed for such programming is not the same in different districts. Giventhese qualifications, the professional teacher-pupil ratio in Dade County(excluding teacher aides and assistants) was slightly above the nationalaverage, the average for'Florida, and for that Of the Southeast for1973-74:
COMPARISOW.OF PROFESSIONAL CLASSROOM TEACHER-PUPIL RATIOS: 1473-74(K-12 SCHOOLS)
1
Enrollment,October, 1973
Total
TeachersTeacher/Pupil
Ratio
Dade County* 244,565 10,318 23.7
Florida 1,537,952 67,532 22.8Alabama 770,739 34,234 22.5Georgia 1,085,881 45,375 23.9Louisiana 842,152 41,884 20.1MississippiNorth Cdrolina
519,7861,173,415
23,47251,277
22.1
.22.9South Carolina 626,914 26,960 23.3.Tennessee 902,704 37,150 24.3Virginia 1,085,295 51,761 - 21.0 ".
SOUTHEAST 8,544,848 . 379,645 22.5UNITED STATES 45,408,805 ,2,125,094 21.4
*,
Equivalent information
Enrollment
246,739*.e
for October, 1974:
Teachers . T/P Ratio
11,129 22.2
(Source: Statistics ,15f Public Elementary and Secondary Day Schools,Fall 1973, U.S.- Office of Education.)
'The mgor constraint,Jof course, to reducing -class size within the DadeCounty School Syttem is money. "Even a reduction of one pupil per teacherin the present system staffing ratios-for all schools would result inincreased appropriations of well over $5 million. The major-factor,however, which prohibits a reduction in class size at the present timeinvolves the availability of classrooms to.accomodate reduced classes.At the present time, of the system's 231 regular,school plants, only 46or 20% are being under utilized. Of these, 43 arc elementary schobls whichare located In areas of the'county in which population has begun todecline or shift to other locations. Most secondary schools in the county
1914
are,'of course, on a ten -hour' day. A reduction in Class size is not,.in fact,. possible to-any degree where 4101 facilities are not avail-able.
.1Until school construction within the system can adequately:catch up toclassroom needs, dicussions about reduced class size, even if operatingfunds were available, are in the main academic.
O
I
.ovERcitowork IN SCHOOLS *"
Overcrowding in schools was also mentioned as a major problem areaby most groups.
Unquestionably, this represents a significant problem for the schoolsystem as a 4ole. Itis not a problem, however, for many schoolswithin the system. As one can observe from a review of the followingchart, the problem is mainly confined to secondary schools and toelementary schools in high growth areas. In fact, most elementaryschools, 130 out of 172, are either being normally utilized or havestudent membership below their capacity.
ANALYSIS OSCHOOL OVERCROWDING 7 1974 -75
Student Number of Scgools:Current First Stations Utilized Utilized NormallyProgram Month Excess More Than LessThan' UtilizedCapacity Membership (Deficit) 100%** 90%**+ 90%- 110%
Elem:
( 14,250
22,530
23,02023,38521,83520,430
12,874.22,065
22,02823,27523,10022,452
NE AreaNW AreaNC AreaSC AreaSW AreaS Area
125,450 125,794
Jr. High.:
NE Area 6,888 7,308NW Area 7,700 10,401NC Area ' 7,332 7,749
,SC Area 11,350 -12,638SW Area 7,135 12,227S Area . 5,562 9,620
45,967 59,943
Sr. High: '
NE Area 9,095 10,192NW Area 7,634 10,773NC Area 8,734 9,712SC Area 7,825 5;611SW Area 10,048 11;974S Area 4,123 7'119
47,459
218,876
.55,381
245,118
1,376465992
110
(1,265)2,022 ,
( 420)
(2 -;701)
( 417)
(1',288)
(5,092)
(4,058)
(13,976),
9 135 7 177 12 13
11 11 128 1 . 19
11 3 1342 43 87
041
2 43 3
k 45 2 36
5 dm"
(1,097) 2 1
(3,139) 2
( 978) .1(1,,786) 1
(1,926) 2
2 996 2
10
14
1
1
3
2
2
9
(26,242) 75 46 110
* Additional informatidn pertaining to this topic is provided in thefollowing docutent issued by the Physical Plant Planning Department:Five-Year Construction Plan for Partially Meeting Capital Require-ments: 1974-79.
** Utilization,is calculated as First Month Membership t CUrrent ProgramCapacity.
ClassroOms not used for instructional purposes are frequentlyassigned to house special program administrators.
16
OA:
The school system presently constructs or renovates its school plantswithin the umbrella of a five-year construction plan. This planincludes not only the construction of regular school facilities butspecial purpose facilities such as exceptional child centers and areavocational centers. In the following chart, the net effect by area ofcapital projects which are presently budgeted is displayed.- Of thoseprojects which are presently budgeted, ft is estimated that all willbe completed by September of the 1977-78 school year. These projectswill add 27;563 additional student stations to the 218,876 which arepresently available. The five-year construction plan would add even .more student stations; its implementation is subject to the availability.,of state funds.
: 4
17
2?
ANALYSIS OF PROJ6CTEb
81:
ENT 8tAtiON$ FOR BUDGETED
CAPITAL. PROJECTS *'
Number of new student stations
budgeted for .completion
by
September, 1977:
`Elementary
JUhiOr Vigh
Unior high
.Unassigned Relocatables
Total number of
student sta
tions projected in
use in
September, 1977:
Elementary
Junior High
-Senior High
Unassigned Relocatables
-
Projected K-12
membership
in September, 1977:
Elementary
Junior High
Senior-High
Projedted excess (deficiency
of student stations
in
September, 1977:
AREA
Unassigned
NE
NW
NC
SC
'
SW
-S
Relocatables; 'Total
000
-
00:00
2,600
1,933
li '330
1,903
14250 23,460
23,020
6,888 .10,500
7,332
9,096
10,234
104667.
30,233 -44,194 41,019
'12,155 23,980
21,110
7,365
13,540
9;040
8,930
,t3980
.:8,470
.29.,150
46,5001 38,620
Elementary
Junior High
'Senior High
Unassigned Relocatables
1,895
(977)
165 -
.-7,05
(520)
1,910
(3,040) (1,708)
1,254 ,
(2,306) '7:fig
930
1 ,6580 -
930
4,200 -
24130
41200
2,600
-
-
2,700'
.2,610
5,130
8,930
,
,2,7.3(r
24,315
22,765
22,560
12,930'
11,335
'
9,762
OiR
7,825
104048
. 6,721
2,730
45,070
44,148
.39,045
2,7'30
21,065
23,995,
23,800
12,090
12,930
10.4,490
10,145,
12,530
7,724
;
43,300
49,455
42,014
'3,250
(1,230Y
(1,240)
'-,
'
840
11,595)
(728)
7(2,320)
(2,482)
(1,001)
7
2,730
1,770
(5;307)
(2,969)
2,730:
A,90
2 Y30
.:7;563
130,370
.58,474-
,54,592
.
2,730
246,439,
25,305
,(56455
'
56;779,.
249,039-
51, .4465
IMOW
.:2,187)
:-2,130:
C:2,600
* Does
not include additional
student Stations
which will be provided
by area vocational' - technical
centers; the
num
ber-
ofstudentstations which will.be included
within "these facilities isnot
available atthts
time,
ACHIEVEMENT = BASIC SKILLS *
.Achievement in the basic skills continues to be perceived-as a-major problem area for the school system.This perception, of
corse is not 'unique to the Dade County Schools. Eyen a cursory :examination of the planning and budgeting-documents of most majorschool dlistricts and of the stated- objectives of,state-departmentsof education and of the United States Office of Education woulddemonstrate a concern for performance in-this area. This schoolsystem, in fact, has publicly and repeated\ly addressed itself tothis problem; the foremost objective and resulting programs-ofthe,Mejor System Objectives are concerned with improving bothindividual-and group performance in the basic skills.
If one attempts to obtain a comprehensive and acdurate picture ofthe extent of this problem' the ihformation'which is presentlyavailable is not adequate. In.fact, at this-point in time, thereis notravailable within the United States a test which embodies apractical working definition and assessment of functional literacy.The Florida Statewide Assessment program is attempting to defineand assess certain priority reading and mathematics skills appro-priate to different grade levels.' Due to the difficulty of this
.task, progress has been slow and assessment results must still beregarded as somewhat developmental and tentative in nature. Forthis school system, the best and most comprehensive source-of. information concerning achievement'in- the basit skills is providedby the Countywide Assessment program. This program utilizes the -Stanford Achievement Test; a nationally-standardized test publishedby the Harcourt, Brace Company. The Stanford test itself is highlyregarded by most curriculum and testing personnel and is now in itst5 fifth revision (1973), having been first_published in 1923.
As a Standardized test, hoWever, the Stanford has its limitations.The logic of a standardized test is based upon comparing an indi-vidual pupil or a given-group of pupils to some national sample.As such, then, one can never definitively determine whether or kit-,a pupil can "really" read or compute adequately but only how wellhe/she performs compared to a national sample. Also, because ofthe very construction of a standardized
or.norm-referenced' test,half of the population of any school or group must be both aboveand below' grade level, if their performance is comparable to thatorthe national sample.
Given these limitations, an analysis of the result's for the DadeCounty Schools would reveal that the school system is gdnerallyperforming, as a whole, slightly below the national average. Theaverage of the school system, however, is equal to or surpasses.that of the national sample for mathematics in the elementarygrades and for reading, in the first two grades.
* Additional information in'this area may be found in the followingdocument published by the Evaluation Field Services Office inNovember of each year: Achievement in Dade County Public Schools,1973-74.
24
4
.4
DADE COUNTY 'PERFORMANCE'ON _THE STANFORD ACHIEVEMENT TEST FOR 1973-74 *
Secondary SchoolsGrade Seven 7.44
Eight 8.38'Nine 9.09Ten 9;94Eleven 11.44Twelve 12.27 ,
"OW:Stan-K:4'd (1963) "New" Stanford (1973).Reading Nat. Norm Math Reading Nat. Norm Math
Elementary Schools ._ _._
Grade One_.
1.95** 1.8 2.05** 1.78 1.8 2.09**Two 2.80** 2.8 3.08** g.67 . 2.8 3.11**Three 3.55 3.8 3.97** 3.67 3.8 4.24**Four 4.30' 4.8 4.92** 4.35 4.8 5;L24**Five 5.43 5.8 5.01** 5.55 5.8 642**Six 1 6.37 6.8 . 7.09** 6.58 . 6.8 7.41**:
7.8 7.56 if 39.08 50%ile 43.188.8 8.53 C 40.74 , 50 43.929.8 9.19. 42.99 50 43.95
10.8 9.82, *44.77 50 47.04.11.8 10.99 . 43.76 50 49.9912.8' 12.06 41.97 -.50 47.88
* Scores are mean grade-equivalents. yrthiheexcept4on of secondaryScores., on the New Stanford whi are in mean percentiles,.
** Denotes schPol systeM average performance-at or above thetationalnorm.
Another way toi.exaraine the PerforMance.of 'the; syttem as a wholtexamine the number. of pupils tested who either .performed very well "or, very poorly. For Purposes of this analysis, the arbitrary point oftwo grade levels
Asand below the national 'north has. been chosen atthe benchmark. At one can note from the chart on. the folloWing page,.thre are' large numbers of pupils who perform i h eaCirof the, categories.
-UltiMately-, the pri5blem of actilevemght in the 5a ic,Skills can beadequately analyzed Only on .an.individual asts. for pupilperformance' is influenced by the quality of sc of prtegramming-;'teaching skill, :pupil ability and .aspiration nd parental cooper-ation. The Dpde County Schoolt has ac w edged a general dissat-isfaction with performance in 'this area and' has developed and willcontinue 6:offer countywide prograMs' addressed to this-need.
If.4.115
20
.e,
'I
0
)
NU
MB
ER
S B
YGRADE
OF PUPILS
SC
OR
ING
TW
O O
R M
OR
E Y
EA
RS
AB
OV
E O
R 8
0,01
;\
GRADE
LEV
EL
FO
R 1
973-
74 O
N T
HE
"OLD
" S
TA
NF
OR
D
Grad6
3
Rea
ding
:Io
ta:1
Number
Tested
6699'
8937
Number Scoring Two
or
....,0
(More Years Above
Grade
....
Level
326', 414
596,
Number Storing Two
or
More Years Below Grade"
Leh
-156*
32* 669
f.) ...4
Math: Total
Num
ber
,.Tegted
'67
9877
9789
40f
.
NumbeY Scoring
Tw
o or
More Years Above
Grade'
Level
- 228
785
Number Scoring.TWO.or
Years
Grade
more
Below
Level
106*
106 ** 273
'45
6.7
1011
12
9723
9466
30054
8292
7938
8667
8877
7776
5517
'92
410
8915
8514
7219
1614
8922
6425
37'1
584
.
..
ti, ;
1692
2261
3039
2481
2824
3733
:376
230
3422
12
9704
9468
1004
381
8979
2688
9377
8755
18,8
641
.,
1246
1081
.19
53.1
459
1688
2081
:249
4 %
2360
1633
4.
676
856
1310
1931
2722
3608
4177
3682
2385
* Number attaininga score 041.0, the 'lowest possible
grade.
** timber attaining
a score of 1.24 the lowestgradeattained in grade
two Math
40
D31SN-C.F TEE SUPSEY
oses of the Asc,ess- Survey were twofold. In additionprzed'ing .7cf:ter sozce of informtion for the School Board and the ea_.'7Ittration:for use in thR b.;dgetary decisicncaking process, the Dadet."7..rty Pali'. School I.Sfstem is required by law to prepare annually a five-yar 4=117ree a .::cational plan rich 1-=t include an assessment of thesystees ;r:rority rpc.....t..s° and a .trnra., of action for meting the identifiedneeds. the several steps-involved in t!-,e needs assessment prlocess, oneof the ato-t.a nrpor7:t is Vat of gathering the opinions of informed andirro7vi 7vo:-.7s re;,?-1-3 problem faring the school syttem, possibleand cr tle, =cm e!.xatieral programs, Thisreport 311 ,e=e a.,,rt of the Assessment section of the District"rtrrne_.e...s!,e Clan: Fiscal Years 1975-20.
t4.R. S-..rmy was designed to collect inforra-tor,- from gr:-..7.5 m--_de-,ts regarding the following four areas:::* Perrities es to the relative sericusnns of fifteen identified
7-='"fe 7.-rollars facing the Lade County Publie Schools, with an.7...estion to detect any other irrxrtant problems.
* the frxrtenm of seventeen broad program areas. -
a q..ercr-_,to as to the degree of iniporiz-ce of thirty-fear possiblegrorem, with an open-er4ed q.:estion to dollect otherruper4atfo..n for soLtions.
-
* Pecerer, for fzens fir six areas of capital constr.:et-ion needs,a westz7,, to elicit respc7ses as to the desirabilit -of strict
aC".vre7.-si to a prl:Trity listing of mars of meeting construction
- roJ VeTS:
.A.tescry r.:orx-ittee 14371,-ers, including The Countyr.ocm.ete-o-44.9 At-ads:Ty Locrittee, the six Area Advisoryrare ttea and the F..e_earty school at..-wiser/ coittees associatedlett tta -grreller profect.
:t's.f Tart'ogoattfn: riocnnity cr $o Col Related including--a iVrA t ve E.oard, Committee ofF.eso---rces Ccrmittee of the
C4amber "of Core, the Ge7eral 1:DulticnaliAdultitt; !:ory e.7.d the chatrperson cf eich irratic,al It
22
27
Secondar -School rinci alt/Assistanf Hrinci als, includingadmanrstrators :of special centers, adult center principalsand community school coordinators-.
Elementary School Principals/Assistant 'Principals/dministrativeAssistants.
'IP Secondary School Teachers, including counselors, media specialists,department chairmen and other school-location professional staffmembers-, as well as those.classified as secondary teachers onspetial-attignment-er visiting teachers. Also'included thosefull-time adult edudation teachers whose-assignment is secondary
, or posf-setondary.
ilementary_Sthool Teachers, including school-location professionalpersonnel at wilt as- those classified-as elementaryteachers :onspecial assignment or visiting teachers. Also included_anx.full-.time adult education teacher Whoe assignment involves primarily
elementary adult:basic courses.
* County/ArevAdministraters, including all area and county administra-tors associated with or-involved in the instructional aspects ofthe school System such as directors, supervisors, coordinators, cop-sultantt, project managers, psychologists, and specialists, includingvocational and adult education administrators.
/
-
Construction of the Survey-Instrument. Educational needs assessment surveysare conducted from 'time to time throughout this state and. the nation., Themost publicized is the annual Gallup Poll which.suryeys opinions as to the'perception of problems, possible solution :t to probTems and other educationalpriorities on a nationwide basis.* In order for the results of a .survey tobe useful for local decisionmaking, however, the results must be interpret-able in -terms of:the needs of a particular school-district; .Hence, an inttru-ment was constructed foE this survey which involved those issues relevant tothe Dade' County Schools and was designed in such a manner as .-to cause respon-dents to view problems and programs in their' proper perspective to others, sothat choices were clear and so-that.priorities could be enumerated. (Seepage 54, The Survey Instrument.)
Problems and possible solutions were identified through, several means which'included a review of previously, conducted similar surveys, an analysis ofproblems and recommendations for solutions submitted by advisory committees,and *Om the experience and knowledge .Of school system program managers anaother administrators. k preliminary listing was' prepared and refined-throughadministrative ,review and'through,administering an early draft of the instru--*tent to a pilot .group made up of advisory dommittee members. The broad pro-gram areas prioritized were selected through the same process.
Kappan, "Sixth Annual Gallup Poll of Public Attitude .Toward Education",September, 1974.
23
4
. Administration of the Survey Instrument. Th0 survey instruments were dis-tributed through designated contact perSons with written instructions forresponding to the form and for returning it. Responses were voluntary andanonymous. Approximately one-month was allowecL'between distribution andcollection of the forms.
Analysis of the Data. The responses were analyzed byestandard methods,utilizing electronic data processing techniques, except for responses totwo open-ended questions which were analyzed more. subjectively.
For those sections of the survey in which respondents were asked to rankorder a list of items, e.g., Problems, Broad Program Areas and ConstructionNeeds, mean rankings were computed and the items were then ranked accordingto these means for each group and for the coMposite of all of the respondentgroups.
The section in which respondents were asked to respond.to the degree of impor-tance of selected solutions to problems on a five-point scale was treatedslightly differently. Instead of reporting mean rankings, as in the othercategories, a derived ranking is re 'ported, based upon the means of the collec-.tive responses to the five possible choices to each item.,
For each of the four sections (Program*Areas, Problems, Solutions to Problemsand Construction Needs),a comparative ranking chart is presented. An indi-vidual chart for each of the groups depicts the rank order of the items asreported by that group,as well as a partial distribution of responses reportedin percents, -for the Problems, Program Areas, and Construction Needs sections.
The top five problems, as determined from the responses of the composite group,were identified. The Planning Department researched these top five problemsand compiled related data in order to demonstrate the magnitude and depth ofthe problems, in the Dade County schools.
Responses to two open-ended questions were also analyzed. Respondents were'asked to enumerate any additional problems not included in-the list of fifteenproblems presented. They were also asked to augment the list of possible solu-tions to problems by suggesting additional solutions and-stating their degreeof importance, e.g., critical, very important etc., These responses werecompiled subjectively. Those written responses dealing with items alreadyaddressed in the survey instrument were eliminated. The report of theseanalyses is included in the Overview of Findings section of the report.
. 24
.4.
Limitations of the Study. Since the survey involved only the above se-lected groups ofinformed and involved respondents, it is not intended thatthe results accurately summarize the collective opinions or a representative)sample of all the constituents of the school system.
It is also recognized that collective responses analyzed primarily by arith-metic means cannot serve as an abtolute determination of priorities of needs.Such data should s erve as one Source of information, viewed in proper per-spective along'with othpr information, to atsjst in making sound educationaldecisions. The responsibility for decisionmdking by the'administration,andthe School Board cannot be delegated to a survey.
25
au
EMPHASIS ON SOLUTIONS TO ROBLEtti. *
Comparison of Mean Ranking ,1( Groups
Increased,empbasis on pre-vention/control of studentmisbehavior.
Improve ;basis :ski =lls com= 10petenctes by expanding, .
xtading'and math programsat all levels.
Allocate additional,person- 5nel to schools to assureappropriate pupil-teacher.ratios.
Increase emphasis-mattradting, hi ring, rer.taintng "goor-.teacherS.
Maintain a balance in thecurriculuM by increasingemphasis on basic educa-.
tion,such as math, sci-=ence" ; social studies,
-language arts.
Wieve overcrowding in 18sChooli.Aytonstructing
'.--,additton$1 schools,
1Mprae-maintenance and 19'..repairs on existing
Improve student achieve- 11
mentiby-providing moreassistance for teachers,-
,
-inture that every student 13is given,the-opportunity.'to develop saleable -.
Vocatfonal skills.
toa; Q.- a;
4.3 ;44.1ts..00
s.'- ca
1 10
2 1
5
4
2
5
7 6
13
9 7
S.Ct:
.4up, tl-
4 2 5
2 1
6 11. 8 1 5 2
2 5- 4
3 4
.6 . 3 9 6 5
7 4 7 11
1 17 -15 7-
9 7 12 8 10
,-* Respondents rated their perceptions as to the importance of 34 possiblesolutions to problems.. The 34 solutions were then ranked by the mean of-the responses sd that the most favored -was given a rank of 1.
4'A.
. .-reonipariscill:of Mean, ;Ranking by
0 ...i#
0 r. 13
ft 44 co,- -0) ci, fev ci to vi
1.3.8- V 44
co 1-
vtl-,-..... -,..
,
crease availability ofuality instructionaateripsteoPilimentimOia,
=
Improve- mastery of thebasic :skills through ex-.paneling implementation ofindividualized_prograts..
Insure that all non-English_ 15speaking pupils master'basic communication skillsin English by 'expanding
iMproving the ESN: Peo9r40?
-Expand. atickimprOVe the 'pro- 2grams for.' identification.,
_
.placeMent -4nd fistruction--Of special education stu-:dentS.
-
5
Expand security services-. 20
"increase Conipetencies of 31management.
Provide additional cueeic-.- ulum/instructional support..
services -to teachers.
Provide for needs of the 25:economically and culturallydisadvantaged -Oy expandinglocal -compensatory educa-tion programs:
InCreatedecisfonmaking at' 12the'-school level by pro- .
viding for moreArY--use 'Of resources.
1.1 10
12 8 10. 13 11 14 11 , 12
- -.13, 14 13 19 10 15
14 21 18 19 14 :20 14 14 .
15 . 16, 15 49 10 15 13 17
16 15 17 14 '16 ":13 16 15
"=.
.17 19 19 20 24 21 . 0 ,
18 18, 20 25 12 11 19 19
. .
'Comparison of4Mean Ranking 4y GroUps.
4.
b.,.4. "134 0 tr. 4er
9-- Zip Itz 4.;tr 44 S.'(Zr'', ' '; Ara0.44-0 0 -aix ,1-77 Mc
.=., 1.0) (44/ - ge
.410 ';coMpetency-le-yel ofteathers,-Staffloveloknent pi-o-gt'ant
_
Itieoye ogr,am .cieCitIon--_, 28-making by- providing moreiridepth- ezikTuations ofspecific programi:
Increase--opportunities for. 33--job training--,or.: _retrain=In foe adults.
Sp-brit:6- societal,prob.:. 17-'lets (cir-uji;:abute,
by eXparid.,-:in§' the (btpreheristye1101*-EduCation prOgrati,
4n-Creasei, the ditsetination.of oc'6upational- and voca,:.tionat .edueation ,tnfOrma-:Hon. ,
$Pand 'the ,Elementary40unsel.ing: pro§rat,
Expand the Career &are-,neSs 'Pia-rear-Exploratory-.r.n-O§riatifs at 'elementary/junior hiIh.- levels..
Expand-and inipeove..- '7123,adult -basic and adult11ocational programs..
.
Improve and expand place- 14mend and follow-up
20. -go _ 28 -15/ 17 23. 20'
21 26. 21 21 '22 22 18 250
22 16. 27 27 24'-- 1' 21
25- 24 ;- 22 20 26 17
:24 23 22 24 "1-.17 28 18 '
.25 24 23 18- 23 23 26 24
26 28 '25. 23 21 25 24 .28
27.. 27 26 29 30 27 26
Comparison of 'Mean Ranking by. Groups .
,k
Maititain,:a, balance in the 26`curetc0111M- ny expandingart, music and otherelectivet. the' elemen-tary-t Choolt. -
,
Increase emphasis on don-.. 32sumer,education.
.
Continue to expand theCommunity Schodl program.
Increase participation. 21of the .cormiUnity through .
an- -improved or goad-cied:4.Communi.ty- advit-ory, coml
mittee structure:.
Item _
22
develop a program ofeducational options.
Insure that all non- Span-'- 16*sfr speaking pupils areiven the voluntary
ortunity to learn to'ak and write Spanish..
30:
d: impleinentation of . 8ementary Quin-curriculum.
29 2R- 31- 28
30 27 29 . 32
31 17 26 ,30-
32. 33
,33 32
34 34
Z5 28
31 27
30 .32
33 29 26 :31
32 33 33 '.29'
34 34 34 34
22 30.
31 29
30
., 32 32
33 33
IV 34
PROBLoS*-sPOGNivil_Va.5. contiiut; tart NEEDS
P,19B_LIS'*
coD
uJob
-qz
or"
Ala
icATEGORIES,
837
'Num
ber
who
are
pare
nt0-
.:0
0214
.0nt
's,Item
_R
ank-
Item
,It
ein
lag- #1
.thg`'
,,Ret
tpO
ndin
gItem
in
T.e411.,
Ite ..
TOp Fide
BOttont,,Eltre,',
Gen
eral
Dis
cipl
ine .
4ild
ga.o
13,
8, 99. 4
Seve
re /R
epea
ted
Misbehavior
24.75
12=0
68
8,
99.2
3Class' 'Size
45,14
14,4
.63
-1)-
99.2
At
Overcrowded School*
35:57
10.9
58
13
49.0
5.Achievement/Basib
'Skills
,13.
'5:96
.11,2
5090.0
6Special Ngedsof
Students
.9
,6.58
6.9,
98.8
7-
Finances-Operatin's,_
78.1n
98.6
8Curriculum
Ada
pt,-
abilitSr,
,10
8.45
898.5,
9Public Attitude
14
-9.05 ',
98.8
10
Curriculum Balance
15
9.29
1, l
17
40
98,.7
13.
Fin'anaesr.C4ital
S.
9'..5
798.5
12
Competency
ofT
each
ers,
'12
9.74
98'4
:13-
,
- Substance Al#se
'5,
10,4o
98.4
-14
Integration
-,8
11.2
9'.98.2
15.
Racial/Ethnic
Discrimination
13-
32.46
*Most
serious
prob
lem
-ranked as numberF.
NuMber
Responding 479
Number who
are parents
ofstudents'im.DCPS
"386
COUNTY,
..'4-
11,0
3341
1$*
'AREA;, SCHOOL 1.0v*ORYcommITTESMEM4AS-
,.
1%,
% Rar*ing'
% Rapkin5:
!,
Item-
'Mean'
kttnXing,
ti
itein,,in
,
not A..*:.
.
gp0430h004
Rank
Item
, : t
Rank,
.
tteft. aSl ..
Top
Fiv
eBottom
Five
:.;:tO,Itel'il,
.,
...
,1
Achievement /Basic"
Skills
2General
Discipline
3Overcrowded Schools
4Class Size
5Special Needs of,
C4
.Students
,
..,E
6Severe/Repeated
Misbehavior
7Competency of Teachers
8Finances-Operating.
.9
Cnrriculum Adaptability
10
Finances7Capital
11 Curriculum
Balance
12
Substance Abuse.
-13
Public Attitude
14
Racial/Ethnid'
.
Discrimination
15
Integration
11 1 3
'4
, 5.23,
5.76
-5.88
6.15
18,7
18.1
1.1-.9,'
8,9
96.46
.8,2,-
:
26,7
4,3
12
'7:39
7,9
77.74
7.'6'
10
8.02
3;8
68:62
24
,
15
8.98-
2;2
59.76
, ,3,5
14
'9,:.94:
1.1
.
13
11.13
-%
2;0
811.24
2. 2.
*, Most serious problem
ranked as numberA..,
60'
54
5345
44 ''
= 42
3,
,29
2826
23,
20
17
10, 4
12''
1,7
4:51
'19 39
39
38
64
9 a. 1
.
46,4
96.7
96.1
97,3
'96.0
`-
Num tier
Responding 267
...
.
- '
Ihimbet who .a:re.parents
of s
tudn
ts.-
in DCPS. 151
,-
%.
.% Ranking
,.%.
Ran
king
2.`,
,.,:,'
,;'
',,t
.`.
Ite
m, Mean
,
-Ranking'
.
Item in
"Iteiri, in
r''' -
lleSpOndirig"
Rank
,.-Item..
,-
,#
Rank' :',',: t-tern aS, #1,
Top Five
'-BO
ttOitt
_Fiv
e,,..
toItem
7_
',g,A
4BE
MS,
*OTHER
C04
MU
NT
OR
'SCHOOL
RE
LA
TE
D-
-GIO
OPS
Sr,
..
.,
,
1General Discipline
:--
14.71
24.9
64,
a,-
,:'-':,-':,",'99,-;3;'*,
2Overcrowded Schools
3-5.85
.f'1:4,:8
y55
I: 15
'',
-,
3Achievement/Basid
..
.,.,
Skills
":
'11
5.40
.'
3:,
,,
-.-1
98,4
-:12
.2'
51
i4
Class Size
''-
4,.
5-4,..9,t
8.3
54 .-
:16: '
99.;:
:*_
,,
.,
5,
Severe/Repeated
f.,
Misbehavior
'2-
01;65`'
,'..,,,,-1--;*-2- ','
52
15-
.'
.,
.--9
B4:
5,','
,.c
...)
6Sgocial NeedS'. of
,Students
96-.13:,;
::
7 '.2
f41
23;913..9.''
7Competency
'of
-.,
0,
,.
.Teachers'
li
0' 74.76
.4.2
37
':, "
a2, :
8Finances-Operating
,7
...:8
:11
-',i'
:',',.
".,'
.544
:::,
'28
-.'',
10.
, = ',
:--,
,,-;'
;,97.
.4:,
9Curriculum Adapt.
ability
,.
108.
,.81,
-.
.,- ::
'''2.'i
1;'."
,'-'
-''1
9''''
''.'
.'3'5
' '`:
.','-
''
,'"-9
0,,,,
:.$';'
'''':'
..._,
,.
-,
,,
10
Curriculum Balance
;=.15.
- 9.10
-1:9
' ) -
"1B
!'',
''.' a
a'.
,;.,,
,-:
,.,o
iri.1
,,
11
Finances-Capital
'".,
-6
9:18
, -ii
,3.
1 .-
:''aa
..12
Substance Abuse
-;
' 5
5-.-49- -.,;-.:,.
,,,
344,--'
21
'."48,:.
,..
.
98'. I"
13
Public Attitude
t14
,9.$4",' '''
',,
14- .'
.
.1% ''.:
', '964
14
Racial/Ethnic ip
1.
Discrimination
,13
171..01
','
1i9,
13'
",.
-66
':'
:,,
,,,98
.6'
15
Integration
r,
811.22.
''
:''''-1-.9'
,-=;
11,e
fl*
..-,
.,.,
7
'--,
iMost serious
*prOblein ranked'as number 1.
,,_,
Num
iper
4esp
ondi
ng20
8
Num
ber
who
are
'par
ents
-9f
ituc
lent
s, in
DC
ks
-,..,
,g,q
,-,
4-.
.t
,'-
'
.'',,
:It
em 2
. M
ean
Ran
kite
rit
...
'-...
.'R
ank,
PRO
BL
VIS
4,C
OU
NT
Y/J
: *JA
INIS
TR
AT
OR
S"
,,.
*,,
.-,
% to
.044
:0g.
,',
% '4
A:n
king
' ,,,,
,-
,,',
-*.
-,,i'
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king
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em in
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riq
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ki.-
4:34
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op. ,
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ttori
t. il.
itie
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to ,i
tem
.--
C4
.
.
".'
1 3 -4.
)".6
=
8 9
10 11 1 1 14 15
Gen
eral
.Dis
cipl
ine
Spec
ialN
eeas
of,
Stud
ents
.Ach
ieve
men
'tita
sid
,Ski
lls.
Ove
rcro
wde
d Sc
hooi
s,Se
vere
/Rep
eate
dM
isbe
havi
orFi
nanc
es-O
pera
ting
Cur
riou
ltim
Ada
pts-
-2.
abili
tyC
lass
Siz
eC
ompe
tenc
y of
Tea
cher
sFi
nanc
es-C
apita
lC
onst
tuct
ion
Publ
ic A
ttitu
de.
"-
Cur
ricu
lum
Bal
anC
e'R
acia
l/Eth
nic
Dis
crim
inat
ion'
Subs
tanc
e A
buse
,In
tegr
atio
n
.I- 9
,3_
,
2 7 10 4
1.2 6
'13
.5 8
.
5.53
.
5.86
6.29
6.33
6,-4
4-62 7.
.06
7.43
7.58
8-.5
3
8.90
11.3
011
.33
11..9
4
16.9
.411.1.51.
12.0
16,3
6.3
6.7'
2.9
29 3.4
3.4
1,0 4-
',
57 50 49 -48
41 38"
27'
;75-
26 8
,
-`
'+
.14. 12-'1
16 =15 25
- y.
37 68 71-
764.
.
,
11
., "100
'.0,,,
166.
410
0 A
;
-194
.910
.0.0
3.00
.,0
100;
.0-''
98.0
_,
'2;sf
.I
',M
ost s
erio
us p
robl
emas
sign
ed a
ran
k.f
i.
.Number
Responang 228
:$
tinSibez-who are parents
of studens,in
DC?S pl-
Rafik.
Item
a
,
_PROBLEMS
SECONDW-PRINCIPAWASSISTANT8
Item
t
1:
Severe /Repeated.
Misbehayior
2General biscipline
3.
AchleVemeni/Basic_
Skills
4OvercrowdedSchools
5Special Needs of
.
. Student
6Class Six
7'
"Financed- perating
:8
Cuiric
-Adapt-
. ability
9Finance's - 'Capital:
10
Public Attitude
11
Competehay of
Teachers
12
Curriculum Balanco'
13
Substance Abuse.
14
Integration
15
Raciz
Ethnic
rimination
11. 3 9 4 7
10 6
14
12
15
13
.
Moan
Ranking
Rank
Item as 41
19.7;
°
0. 21.9
1
6.10
:10
6.39
7..3$
3.
7.60
44,4,
4.53
4.64
5.86
7,64
3.$'
8.31
2.6
8.64
418
8.85
,3'.9
9.39
1.8
11.13
.9
811.38
1;3
11.54
0.0
I'
S
Most
ious problem
ranked as'numbor
1.
S.
%.Ratltirig
%t
Item in
2t0M in'
TOP Five
liettoth rive
t o
tent
" P
,v
467
.0
67.
50.
.44
35
32
,2721
.25"
10
10
.9
917
17
29\0
'36
.30.
.
.
100.0
.99.6
100.Q
100.0
99.6
100.0'
100.0
i00*.0
4
-924
,99*6
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I ;,
' ,1;
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tt.4
111
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.410
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IA
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s
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ti 40 1,
140
. 111
,1, .
1
VII0M4141*
0OrcObvhtly ScHoOTA TECHNO
it
Mombel
Reuvindinu
41094
Nnmbet uboAsro
'patents
of students in in=1001
%% Pankinv
% Vankinu
$ltem
Mo3u
Rankine
Item in
Item in
Responding'
Pm*
Ttem
_#
polo "Ttom
mi 01
/01.E.Y 1,44yo
Ipt tom Pi vet
to Tiom
,.....
--er
---.
..04
1UnneralDisoiplintc.
i4.01
20.9
14
7.99.4
1Nevere/Royeated
Misbehavior
24.47
14.3
71
790.3
3overorowded floboo1s
31.49
11.0,
58
12
.90.1
44
Aohievement/Assio
.flkills
11
5.65
13.7
54
12
99.1
oi
claps !Aso
45.82
6.7
54
13
99.2
0gpecial NeOdo of
ntudents
06.0f
6.0
37
19
90.8
7Finance0-Oporailng
77.00
6.3
79
29'
98.7
0Curricsubot Adopt-
ability
10.
8.67
2.5
23
37
.90.6
9Pablio Attitude
14
9.05
2.4
22
40
50.9
10
Finances.. cdpitta
64.30
1.5
10
43
98.6
UGabstance but
59.81
1.0
16
46
00.6
12
Curriculum balance
15
9.67
.0
14
44
k,
08.7
.13
competency of
,,
Teavbers
12
10.10
1.5
16
52
9V.6
14
Inteuration
011.20
1.4
10
64
9U.3
1Raoialntbnio
Disorimination
13
11.35
.0
860
98.5
*Most
serious Problemflanked au number
k,
rito
orm
is*
Eta
t4E
NT
Art
y et
ellO
OL
TrAgHZFtS
Number
.114=100hding
4,132
Nun her who are
parents
.'
of studentil in.pCOs
1,044
.
-'
w.
.
v14011king
.%
tank
ing
am %
Ivxt
tm in
,01.40nda*
X t's,nt
istitV
Wm
4Item
Ranking
.
'
I*flank
rem " 1
'
tkOJUI-....1gagq112g-...-.1.1-.M1Ww.r.
i
ti
1 2 3 4 5 6 7 8 910
11
.
1213
14 15
General Discipline
Class Site
.
Severontelpeated
Misbehavior
Overcrowded Schools
Special Wend of
Students
Achinvoment/Dasic
Skills
rinancoo-.0perating
Curriculum Adapt-
ability
Public Attitude
Curriculum Dalcince
qempoteney of,
*vesehors
rinanceitO,Capital
Subtance Abuse
intesgration
Racial/Ethnic,
Discrimination
1 4 2 3 9'
11 7.
10
14
IS12 0 5 8
13
-34.01
.77
4.56,
6.41
6.32
6,33
8.29
8.73
9.03
9..08
I0:05
101.'
1A016
11,35
11441
29.7
24.1
11.0
0.0
'
7.0
7.8
4.3
1.5
2.1 .9
2.1 :8 .9 1.0 .6
.
=
16,
61 45 44
26.
1921
1715
3.2 9
6 611
13.
13
'
31'
33 38 36SO
63
,64
69
,99.6
99.5
9903
99.1
.99.1
994
94.9
58.6
98.9
98.8
,94.6
98.7
90.6
98.3
94.5
*
most Serious prebIill itihk60 SS.hUMUOit
1
PRIORITIESOr PROQRAWAREAS*
corms= Or ALL CATZGORXES
Number
Responding
94837
Number who
are parents
of studentp in.=Ps 3,000
Item
stank
item
-
General Itnowldge
2Basic Skills
,
3Attitudes/Values
4Effective Citizenship
5Prevention/Treatment
Misbehavior
6Saleable Voc. '8&1110
7college- Preparation
8Career Education
(Elem., Jr. High)
9Exceptional Child
Education
10
Physical /Health
Education
11
Compensatory Educi-
tion (Local)
12
.9.79
'12
_Family Living/Consumer
Education
,
15
10.32
13
Environmental Education
8.10..8
14
Aesthetids/rine Arts
611.25
15
Adult Education
13
12,01
16
Community Schools
14
12.53
17
Bilingual Education
9'
12.18
.4
Ranking
Item, as II
,27.6
17.2
11.2
9.0
15.1
5.8
1.8
2.2
'.'3.2
4 7
10"
14
13
98.1
98.1
15
3A'
44.
59'
.65
114X4:07sXiS OFPROGRAW4REAS*
COUNTY,' AREA, SCHOOL,AblilSORY COMMITTEE'MEMBERS'
Number
Responding
478
%
Number who are4arents
of students .in1)CiT
386
**Rankilig
* Aahkihg:,
-.
,
Item
:1.46.311
_ ,Ratlking
.Xt#M Ili.
."
Tte
m in
,.
JteapOhdihtl,
,.
1
.Ratik.
, __,-.46m.as __ill_ '_.,t'dt!-V,ivA.'..1..,:.:;t1tittOrtiFive,
,tb Itek...L...
Rank
Item
1General Kriowkildge
2Basic Skills
3Attitudes/Values
4Effective Citizdnhip
.5
. Saleable Voc., Skills
6College. Preparation
7- Prevention/Treatment
MisbehaviOr
"
1...
5-
7
3,52
5,40,
-6.47
.
41.6
1.6
6.7
00
60,
-49
.
10.
6,54'
6.0
4'6-
3043
'4.5'
44
2Sal
3.4.
39
%,
.. ..
..s...
.17 =
8.44.
5.6
34
5 Exceptiohai Child
,
3.97.1
8.4974,
11
.960
10
..
96.9
13
97.3
24,
97.1
4',
28
96.9
Education
.11
AL.71
.4.6
2,8
25
96.2
9Career Education
(Elem.*,
.
Jr. High)
16
.
3..7
24
29
56,0
10
Compensatory Educa-
'tion (Local)
11
Environmental
049.
12.
,'.9.09
,2.8
19'
.31,'
96.1:'.
Education
.13
14..0
5.7
A25.
'28
.,90.2
12
Physical/Health Educae,
ti on
410.06
...1.' SI!'
4,
'30
.90).
13
Family Living/Consumer--
.Educatiori:
'15
'10.35
.7
13.
'36'
96...2
14
AeSthetics/Fine Arts
6" !;k
11.,
.
37
1.2
9.4.3
96..4
18
Adult Education
13,
1.86
.4,
10
-42
,-66.4
,
16
Bilingual Education
9'1 ,25
4,1'
17'
.60
-97.$
17
Community Schools
:14
1 .2,6,
.9
758'
'S()
Most important program
atoa,tax04 as' liodleg
1;
PRIORITEES OF PROGRAit'AREAS
OTHER COMMUNITX
spio
dr.o
.RE
LM
ED
'GR
OO
PS::
'.
Number
.
Responding 287 -
'1
..Number who
are.parentb.
,--
. of,stUdents in DCPS 151
Rank.
.4Item
.
Item
,Mean'
..'
#.
'Rank
5.4
'
Ranking
Item, as #
W4hkiiig, ''.
-
Item
'in
,TopIive
% Ranking
Lte
M. i
n-
Responding
BOttOm4iVe
.......t0:1.teM..
..k.
.cam
.
to
g4
'Cr).
1 2 3 4 5 6 7 8 9
10
11
'12
13
1415'
16
17
iGeneral clowledge
Basic Skills '.
Saleable.Voc. Skills
Attitudes/Values'
Effective
Citizenship
Prevention/Treatment,,
'Misbehavior
Career Education
(EleM..
Jr. High)
College Preparation
Exceptional child
. ,
Education
,
Compensatory Edtica-
tion(Locali
Physical/H
ealth
Education
FamilyLiving/Consumer
Education
EnvironmentalEducation
Adult EducAtion
Community Schools
Aesthetids/Fine
Art
sBilingual Education
1 5 3 710°
17
16 ,2
,
11 12 4
. 15 8'
11
14 6 9
*. 3.25
5.87
6.51
6.55,
':6.75
6.86
8.58
8.78
9.10
-
'9.99
10.16
10.45
'
11.01
11.18
114 61
1,1.90
12.75
'
'
.40.4
9.5
9.6'
7.7
5.0
13.8
3.5
1,'S
6.'2
2.7
S
.4
..4
.4'
1:2,4
-s
-4
2.7
.
82 0 50
48.
45
49
.
29 31'
25
'19
.
11
13
t
9 13 8,
12
-
.
y
3' 1
014'
'9'
11
18'
'21
,g5
28,.
'34
".
,
28
.
14
42
49'
5049 2
',
. '
97.4
040,
'97.4.
'97.0'
04.
:§7, 'Er
97.'0
97..4
97.4
07.0.
97-4
97.0
91.0
90.6
97.;0
97
'.',.97
.4'
Most importantprogram area ranked as
number' 1..
Number
Responding
Number who,
parents-of
in DCPS
'Rank.
108
are
students
86 Item
RIORITIES OF
PROGRAM ARt,M*,
ARRA/auNks± ADMINOT12'AToR.5
% -Ranking
.:% Ranking
Item
Mean
Rdnking
:Ite
min,
Itemin
.Rank
Item as 11 Top rive
Bot
tom
hive
,item.
'Responding
,1
General Knowledge
13.78'
,26.4-
74
2Basic
Skill
s5'.
'3,86*
24.2
78
.3
Attitudes/Values'.
75.76
£3.0
56
74
Effective Citizenship
10
.5.91
:56
'95
Saleable 1.roc.."
3.
6..12'
.19 9.7
56'
11,
6PreventiOn/Treatinent
Misbehavior,
7.18
3.2
7Exceptional' Child"
Education
_
6.7
27
17
8Career. Education
(Elem.i
Jr.
Hig
h)..
16,*.7-8
2.4
28
229
College Preparation'
,"9..42
'0
18
26
10
Compensatory Educa-
11
tion (Local)
Physical/Health
.£2:
.9,90
.
1.9
18.'
32
Education
410
13.5
10
36
12
Family Living/ConSumer
Education
,
15
11.00
.5
11
38.
13
Aes-Ehetic/Fine
Arts-
611.57
1.4
10,
50'0
14
Environmental Education
811.60
.5
646
15
'Adult Education
1311.63
011'
52
16
.Bilingual Education
913.01
1.5
.9
'63
'17
Community, Schools
14
.li.
0r
3,71
*most important prOgramarea ranked. as number
1.
.10040:-
100.0
1-1S
'9945
itio.9945:
99.5.
0#1)
4.0114
99'45
9945,
99.0'
99.6,
,99.5
,PRIORITIES' OF
PRO
GR
AM
,S1'
&,
SECONOARtPONCIPALS/ASSfgTANTS
'Num
ber
Res
pond
ing
228
Num
ber
Wlio
%re
'.pa
rent
s. o
fin
DC
PSa/
%R
anki
ng,
Aki
OU
#4.,'
.It
em,i
Ran
king
.Top
in, .
k:I
;teM
iti
,,
Res
pond
ing,
,R
ank
Item
.''''
'#.
-' R
ank-
-.I.
tem
,414
it).
Aiii
P l'a
Ve'
:ta
ttori
tFive
,Itelii "::
1 G
ener
alK
now
ledg
e,'3
,..57
2,1B
apic
Ski
11S:
i 5,',
:.4
: 54.
3A
ttitu
des/
Val
ues'
:-T
',..
4.69
,4
Sale
able
Voc
.t, S
kills
35.
-35
'5E
ffec
tive
Citi
zens
hip,
:'',
10-
.5.'.
.56
,4=
b6
Prev
entio
niT
rep.
tmei
ttN
I,
Mis
beha
vior
176.
,82
,C
aree
r E
dupa
tion
(Ele
m. J
r' .H
igh)
,16.
8.30
8C
olle
ge P
repa
ratio
n.'
2r
9.. 4
3X
9Fa
mily
= L
ivin
g .-
'*'
:C
Ons
umer
EdU
Cat
iOn
15:
10,-
4610
- Ph
ysic
al /H
ealth
:,_
Edu
catio
n,
,,:
lb,.
4311
Com
pens
ator
y E
dijo
a-_
tion
(Loc
al)
,12
18:.
5,2,
.12
Exc
eptio
nal C
hild
'E
dupa
tion
-11
'.'4.
6:0
13E
nvir
onm
enta
l Edu
catio
n:8.
,11
.42
14 'A
dult
Edu
catio
n13
..'1
1.13
15A
esth
etic
s/Fi
n A
rtp
611
.92,
16C
omm
unity
Sch
oOli
14 '
1247
0'17
Bili
ngua
l Edu
catio
n9
, 13.
62'
*it'
:M
ost i
mpO
rtan
tpr
ogra
m a
rea
ra
+5,
,
12:7
- 12
;7
1.8
1.3 0
1.8
FRIOiRtiat$ OF FROG
*-
ELEMENtARYiWWIP44/ASsisTMTS
- Number
ltespolidUg
'207
Number Who are
parents of studentd
in DCPS
97
Rank
Item
Item .Mean
-110kitig
Item' in
sitealkoiding
:Rank:,
.ftdm. as .#1
, TOP:. FiVe
BOttintrr,'FV4ie.,
.
1 Basic Ski lld
2 General Xnow ledge
3Attitudes/Values,
4 'EffectiVe
Citizenship
5Preventiou/Teatmexit
Misbehavior
6Saleable Voc. 'Skills
7Exceptional Child
Education
8Compensatory Educa-
"tion (local)
9.Career Education
(Elem. ,Jr. .High)
10
Physical/Health
Education
11 Family Living/Consumer
'Education
12
College Preparation
13 Aesthetics/Fine
Arts
14 eEnvironmentalEducatiOn
tQpImunity Schools
16
Bilingual Education
17
Adult Education
5, 1
3,51.
7-4,91)
17
,,6.24.
3.7:97'
-
12'
44
16
9:52',
15
109p
210.99'
6'11.22,
14
'12.68
.9
12.76-,
1140
Most important program
area-.ranked .as- nump*r
.4
-.7
,4
.4
1.1,
'Responding 44,094
Number who areparents
of Students'
13C
FS83
:IteM
,.
1:,..
R.T
oitiT
a'pg
,OF PROGRAM AREAS*
.,
_,,
....
:'.:
t.,
-SECONDARY
SCH
OO
LTEACHERS .--
:.'
Mea
n':R
anki
ng'
,ft.env in
Item in
1,te
lltpO
n4in
gRank.
±tem
as#1
"'Top Five
'Bottotiv
4.13.-
,.2
5.5.
.-.
5.15
'16.
45.
.53
,','
9,3.
:.,,6
01
5..8
3-
''' 10
4,..,
:--
?',5
.,6.14
.
V,;'
8915
:046
i-
.-8:
50 ''
'2..-
231
-"
-,
..8
-, -
8.99
.2.
-825
'-', .
-'-
,:._
-9'.9
9 ''.
-','
:'' 1
:4,
15, ,
,-,
---,
,
'...1
0.06
.1.
4L
571
1.5-
1,1
'.,..,
.13
...
1.Genera],.
Kno
wle
dge
1'.2
Basic Skills
..
"-.
.5
3.
;Saleable *NiOC,,''Skill*
.3-
4Attitudes/Values
I.
--7
_'5
-Effective Citizenship
-1.0
6Prevention/Treatment
Misbehavior
.
17.
7-
College
Ptep
tatio
n'.-
:42
Career- Education'
(Elem.., Alt-.'"-Iligh).-
'16
9Family .Living/Consumer
..
.Education
v.:
-- -
"-15:;-
.
8.10
-FhYsical/Realth'
,:
Education
-:
''
,4
----
---1
I7C
ompe
nsat
ory
,EdUca-'
,-' 12
tion (Local)
.:'
,7
,'
'.
99.0 .
0,':
'''.1;
-:-.
,-.1
00:,§
.-
9,-;,,':.,:,
-,9
14.-
92'..16-
'',
98.-
.923 -
.'.,
984
-,2
6,'
,:r,'.'8.;,4,
-,'*
:30,
-;-
<.
..
.,
30
98.2
i
798.4
12
Exceptional Child
''..'
'''..
.'--
:,--
-,-.
-."
-, .,
.,-
,,
,
,,,,
..
,.,v.
,.,_
.
Education
,11
,.-1
02,5
1,,-
. - ,
_,',
`.1,
7.
:12'
; '':
'., 3
7:,
--98
.0,
,.:,
,.. 13, .Environmental Education
'''.0
-'.1.0..;.64 ,:-,
'..8
.
3.,-
2- '
,--
-,'':
'"--
s.0.
:;...l
.:.'.:
::,s
1,1?
-.,-
.':'-'
',,.,,
,,': :
-
. ,14
Aesthetics/FineArts
'.:.,'
,'6,
'-:.11.33'.-...
-:,'
;1.
5.,1
:;1=1'
2.
s'
'';'44:,;
;90.1,/,'
,,,,
,'._
':,,
s15
Adult Education
.'!
.II,:
., '11-4:'7,':',,,';,-
- "1:.,Zt'
4,.
...-'0
1.:.4
'''
:,''..
''',
..:--
'17
Bilingual Education
,9
13,16,
,_'.
.,::'-
.x.,3
- 8
'''
.66
-
,.......,
':- .'-.04::::
16
Community. Schools .
',
14 2
12.7.5. '''
-.'
.--
,.5
,,
,: n''.62' .5
.- ..
..
''', .1
*0
'to
Most important
program area ranked-as ;nuMber 1.
,
IP4t1Ps PE' PROGRAM'wit**
rikplEimily'601001. TEACHERS
,NUmher
-
Responding .4432-
,IquMher-who-
are:_pa.rents'
of. Students, in -DCPF.
Rank
:' ry
Ran
kig,
#1
CP
Five
',
.Ranking
.4:(11R
. Bottom Five
,1t,P01400;14%,
.
1,
General itp:owIedge:
2'
Haa14,'idalit,-'
3AttitUdernalues
4retren4bn/treat,.kent
Misbehavior -
5EffeCtiVe-tititeriship
6Sa1edhIe'Vdc,:-Skilla
7'--Exceptidnal Ohild''
-42
5..2
7
.
,
17
5''..77'
10
6.27,
3-
,820
Education' :
11
,8
Compensatory. tduca-
tion- (Local)
::
12
'
9Physidal/Healt4
Education
..
410
Career Xducation
-
(Elet., Jr. Righ)'
16
11
College Preparation
2.
12
EnvironmentalEducation 8
13
Family Living /Consumer
Education
'
15,
14
Aesthetics/Fine
Arts.
615
Community Schools
-14
56
Adult Education
13''
II
Bilingual Education
9
27.1
17.2
12.4
17.4
8.5
-
3.13,,
,4.4
.9,05
9.36.
1.2
. 9,95 -.
1.3-
10'42
1.5
1044-42
.3
fa.ss.
.9
11.14
1.1
12,37'
.8
12,51,
.3
,12.93
2.6
Most important
Program area,ranked as
num
ber-
1.
76,
62,,
'63
5752
33
94-2
99.0
99.0
98..7
`98.5
98;5
98.5
.
29
25
19
:984
17
31'
':985,.
20
'38-
le:,2fl,
734
98.:4'
14
'38
' 98 -;:4:.
10
.43
,98,A
6'
57
93,4
49
0,i
10
63
'93,3
13
'PRIORITIES .07
dAiir
tAt C
ON
STR
UC
TIO
N'. NEEDS
COMPOSITE-OF:MIL:CATEGORIES'
Number
RespOnding
9,837
.Niimber Who are
parents'
of students
DCPS
3,000
%% Ranking,
Item Mean
Ranking
j;ri
;.t,0101)0404,119'
Rank
.Item-_
Rank
tteri
k,a6-
,;,Toir5 TwO
BOttont, TWO_
1Aircondition
,Schools
1.2.91
32. 7.,i
51
2Eliminate Double
Sessions
43.27
'26.9'
43
33,
9'6..4`
3Replace Obsolete
Schools
53.36
13.4
34
*
27
96.3=
4'
Renovate/Adapt
iExisting pacilitieS
63a51
10.1
29
. 29'
5Additional Vocational
23;86
12.7
27
43
Facilities.
6Maintain/Improve
Existing Schools
3.
3.
19
Should
stript-daherence to.prioritiesbe observed?
Yes
No-
:No Response...,
4,945
4,136
'
756-
-
50.3
42.1
Number
Responding
478
iitns
tietwho
ate
Pate
nts
f,:
of
tUdentd in
ijCP8
'''3-8"&-.2,"
,-:
-
Itera
"2:,,
.,,'M
ean
":It
aink
ing
Rank
IV
,-
,PR
IOR
ITIE
$ O
FC
OIT
AL
,CO
NST
RU
CT
ION
NE
ED
SC
OO
Ntl,
APE
SO:to
ols
AD
VIS
OR
YC
OM
MIT
TE
E M
tME
ftR
t;
2 3 4 5 6
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EeSsions;',--:-,-7'--
,-'
-4
..
'3.15
:.--
32.5
AirdonditiOn
SahoOIS
'',
.i
-.-'3,
33,
.''
-24,
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epla
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Schools
Reift*ateiActapt
..1
..
Exi
stin
g' S
Obo
old<
-6:
,.- '3
,-,5
1,'
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:.
tgairttain/Improye'
-,
i.
--
-,-
..
Existing
Faci
litie
s:
'; 3
4.6;
72 ',
-,-4
.,.-c
='-
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p...3'
.;
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,
. '.
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. ,. ,
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m141
,130
i3pP
itc.1
1-04
4`. to
o,,`
Ats
.ttoi
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ei;
,
v
Additional Vocacional
Facilities
23.17'
14,1
,tt
Should strictadherence
to. p
ziO
titi,e
sbe
: olc
ifie
rved
?
Yes :
-NO;
NO
-RespOnSe.,
,
n,
226
,2111,
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,
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r w
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s 4,
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pt.
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acili
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THE SURVEY ItMUIENT
ti
Hard, 1975. .
REEDS ASSESSMENT spRyET'
:DADS COUNTY PUBLIC SCHOOLS
plesse-Aeck the one category that _most clearly- represents your affiliatron..-"
Couitty/Aree/SchoOl Advisory aommiitee-_ Or.lor participating community or Schad': related-group- .__" Secondary -school
printipal/essistant4.- Fl erf rttarY
prindiptliassistantprindipalledhinistrative assistant5,-. Secondary school teacherElementary schOOI teacher
7. _ Cotrity/area administrator
, Yes. No I am apareit of a student (or a student) ;enrolled in:the Dade"CoUnty Public' Schools.
PROBLEMS-
Listed below are 15 existing or possible problems facing the Dade County Schools.Indicate yourfefll-ings-"as to the relative seriousness of each by ranking them from1- though 153 assign a rank of 1 to the most serious problem. Do not assign the-----same rank to-more than one item. Please respond to all items.
1. ,Geheral discipline in the schools2. PreVention and treatment of severe or repeatingmisbehavior problems3.
Overcrowded schools4. Class size5.
-Substance abuse (e.g., misuse of drugs, alcohol).6. PunAncirg capital construction projects7. financing operatirig costs of educatiohIntegration of-schoolsResponding to slieCial needs of individual students10.
- Corriculins adaptability(relevance, flexibility etc.",)11.
_Achievemeht level of students in .basic ski_nsCompetency level of feathers13. . Racial/ethnic discriminationT4. Public attitudes toward the school system15. Maintaining an alfp-ropriate balance in the curriculum
Please list any other important probiems that -should be included and state brieflyhow it 'should be -solved. Do not assign a rank.
40
U1S; fp. Dat--. 5-21-75
61.
PRIORITIES OF EXISTING PROGRAM
Listed below are 17 areas of emphasis in the school system's ongoing programs. -Dia-regard the degree of emphasis now placed on each. .Please indicate your feeling asto the-relative importance in terms of meeting the needs ofthe students by ranking. them from I through 17; assign a rank .of 1 to your highest priority.. Do-not.assignthe same rank to-more than one item. Please respond to all items.
"1. Basic curricultml. (generalknowledge)2. College preparatory curriculum3. Developmentof saleable vocational:- skills4. Physical /Health Educationcr: _Basic communication anCcomputational6. _Aesthetias/finearts7. --'"-Attitudes,:values, mental health, etc.8. Environmental Edugation9. ..Bilingual Education
10. . Preparation for functioning effectively as citizens11.- _Exceptional Child Education12. Special programs fot the disadvantaged (non-federal)
. 13. Adult Basic and VocatiOnal Education-14. Community School program15. Home and family living/consumer educatioN16, Career awareness /exploration, elementary/junior high schools
. Prevention/treatment of student misbehavior4
EMPHASIS ON SOLUTIONS TO PROBLEMS.
Listed below-are several activities or programs which are considered by some to*be viable means of improving the quality of education in the Dade County Schools:Indicate your feelings as to the importance of these by circling one of the follow-ing: .
1. Critical - Should be given high funding priority.2. Very important - Should be given additional funding if revenues permit.3. Important - ShouId.be funded at least at present level.4: Less important - Funding could be reduced somewhat.5. Not important - Funding should'definitely be reduced or eliminated.
' Do not circle more than one response per item; please respond to all items listed.
'VERY LESS NOTCRITICAL IMPORTANT IMPORTANT IMPORTANT IMPORTANT
1. Raise the competency lev-el of teachers by improvingthe staff development p-gram.
/. Provide additional curric-ulum/instructional supportservices to teachers (on-site assistance, curriculum
improvement/development)
1 2 3 4 5
'1 2 3 4 5
P4iee '4no**ke-cl"-,13te*Utf:917i, -anti control of .:
-taatease:,t4eif; qua ty, nstructional
ma terial:S, reecinitaileat::ah,.
EMPHASIS -4ii,:-.0L1rnolis- TO noBiltms,
Ailbdata';itciatiOaal
iO4;00,-,400r001#0
Ixie-iiask-","OTOliaSia,.:oh
tainiketibuirr..
Facpand thaiesientaryCbuaSelitig program.
le*ntatioii of?:-. the Ouiilmester --curtUutiiatto' ea ementary itchodla
Improve masterg - of the 1)41--444". *44 ,t41,totigtexi341-144:14,
-144#1.411,414,zed, pxOttaSis 4
-
i Improve basic skills compe=l. tencies by expat ding
#edif11.4..aUci. -Siathematica;-pitigtativ
.1.iatitc*a -itudest aclilaystaent:by providing-.aidtec 4ga-fat/OitafOr'AeAchers.-
,.-T.,nctease clacisiuziniaking, atsch01 level .
trifling :for more '11.S#e-tionary 'use of reioutoei:_ .
Insure that every studentgiven,the opportunity
tn., develop a Saleable:: (vo--,--- cational) Skill _before
leaving school. .' 1
66
2' 4
3 4 5
IENTII4NTS ON SOLUTIONS To...pNostp.1,,
filOioVe_an4'.0#paricl, place=
114Mktanefq1100,4up-
LCeS -for411- Students leaV--gra4riatirig:Irtth
'VERY LESS NOT,CRITtCAI IMPORTANT IMPORTANT IMPORTANT IMPORTANT
. .
15:-'trisute that 41.11-;n0rirEnglisk
speakirig .putdr.16-Master-ba.7:
communication skills'inEnglish. by Sdpanding'and*mproviii&thelngiOhlotSpeakers- of Other Languagesprogam'
16,'Insure that all Arite-Spariishspeaking pupils are giventhe voluntary opportunityto learn to speak and "writein the Spanish language.
17. Respond to societal prob-lems (drug .abuse, alco-holism, etc.) by expandingthe ComprehensiveHealth'Education program.
.18. Iteliekre overcrowding in theschools-by construction ofadditional schools.
19. Improve maintenance andrepairs of existing schools.
20. ExpandsecUrity services.
21. Increase participation ofthe community through animproved _or expanded com-munity advistify committeestructure. .
22. 'Continue to. exitand the Com-munity School program
23. Expand and improve theadult basic and adult vo-catiogil,program.
4 5
3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4
1
ft
2 3 , 4 5
1 2 3 4
1 2 3 4
\,e)1 2 3 4 5
/110 .
: .
INp440s,.pt-SOLUTIONS TO-PROBLEMS
VERY LESS NOTtRITINLS- IMPORTANT IMPORTANT IMPORTANT IMPORTANT
24. and improve the pro-gramfor identification,plahetent and instructionof special education,stu-
2 3 4 5
25. Provide for needs of theeconomically and cultural-i-,
ly'disadvantaged by expand-ing local,compensatory edu-cation-programs.
26. Maintain a balance.. in thecurriculum by expandingart, music and other elec-tives in the elementaryschool curriculum.
27. Maintain a balance in thecurriculum by increasingemphasis on basic educa-tion-such as mathematics,science, 'social studies,language arts..
Improve program decision-making by providing more'indepth evaluations ofspedific programs.
29. Expand the career awareness(
career exploratory programsat ,elementary/junior highlevels.
30. Develop a program-of-educa-tional options (as to philo-sophies, teaching strategies,physidal environment, etc.)
teso.
by.creating separate optional,schools. 1
1 2
2
3
3
4
4 ,
4
5
5
1
1
31.- Increase competencies ofmanagement. 1
32. Increase emphasis on con-sumer education in thecurriculum. l
58
3
$
5
4 5
2 4 5
3 5
2 3 4 5
EMPHASIS- ON' SOLUTIONS -TOpOifat:ifg
VERY- .LESS NOTCRITICAL IMPORTANT IMPORTANT IMPORTANT IMPORTANT
33'. _Increase opportunities iokjob training or-retrainingfor Adults,
Increase the disseminationof occupational anti voce -'
tioaal education informi-4r.tion. 1. 2 3 4 5
Please list any alternatives or additions-to the above listing that you, think should-.be implemented or expanded And' state briefly how the recommended activity would im-prove,the quality of education in Dade County Public-Schools,'- indicate whether ornot it is "critical% ''very important", "important", etc.
2 3 4 5
Constder the fact that the projected funds for capital construction will not beadequate over the next five years to meet the identified needs. Listed below -are,several needs that may compete for limited funds. Please indicate,your feelings asto the priorities among them by assigning araak,toeachfr6m 1 through 6; assign arank of 1 to your', highest priority. Da not assign- any item more than one rank.Please respond to all items.
.
.
y. .Provide airconditioning-for non-airconditionedschool6.2. Provide additionalvocatiOnal eduCation facilities.3. Maintain or improve interior and exterior of existing. school buildings.4. Eliminate double sessionsend/orthe extended school day.5. -Construct new facilities to replace structurally obsolete schools.6. Renovate existing classrooms or schools to adapt to curricular needs.
If priorities were established for the above in some satisfactory manner, do youagree that the needs should be met in strict priority order (i.e., priority neednumber_l should be completely methefore priority need number 2 receives funds, etc.)?
Yes No