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DEVELOPMENTAL MODEL FOR BROADLY REPRESENTATIVE STATE ORGANIZATIONS OF PRIVATE SCHOOLS

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Date Issued:
1980
Summary:
This study presents a model for the development of statewide organizations of private schools. The model is intended for use in states where such organizations are not now existent or where existing organizations are in need of strengthening. Literature reviewed for the study included the history of private education in America, the development of one such state organization--The Florida Association of Academic Nonpublic Schools (FAANS), the need for, benefits of, and advantages of such organizations and the cautions and problems inherent in their development. The methodology involved use of two extensive survey questionnaires sent to twelve selected State Education Agency officials in the public sector of education, and the heads of eight selected existing statewide organizations of private schools. The analysis of collected data and formulation of generalizations and conclusions from those data led to the suggested process for development of statewide organizations of private schools. Conclusions drawn from the study included the following: (1) Private education is growing, is more diverse than ever, and is coming together into statewide associations of private schools. Twenty-five such statewide associations of private schools are now formally organized. (2) Communication among private schools and between the private and public sectors of education is a serious problem in most states surveyed and must be improved. (3) Private school leadership within each state must work together to meet common needs and resolve common problems. They must then join hands with public educators forming a partnership to improve educational opportunities for all the state's children. (4) Wide variation exists within the states surveyed in regards to the amount and type of state regulation of private education, state aid to private education, and the state's knowledge about private schools within each state. (5) Private school organizations within states must be broadly representative of all private education within the state. (6) Private school organizations should avoid becoming overly aggressive in seeking state and federal aid in goods and services. (7) Private education leaders must take the initiative in establishing communication and working relationships first among themselves and then with their counterparts in public education. (8) The state education agencies must view private education as a partner in education, must establish a liaison office within the department, and must take seriously the several laws mandating assistance for private schools and their students within the states. The model includes a study of factors influencing effective organizational development, recommendations for membership, a discussion of potential organizational goals and objectives, and a step-by-step plan for beginning such an organization. Implementation of the model is shown to vary from state to state due to differences in state laws and regulations, the political climate of the state, and the nature of and working relationships among private schools within each state.
Title: A DEVELOPMENTAL MODEL FOR BROADLY REPRESENTATIVE STATE ORGANIZATIONS OF PRIVATE SCHOOLS.
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Name(s): SIKKENGA, ROGER WAYNE
Florida Atlantic University, Degree Grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1980
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 236 p.
Language(s): English
Summary: This study presents a model for the development of statewide organizations of private schools. The model is intended for use in states where such organizations are not now existent or where existing organizations are in need of strengthening. Literature reviewed for the study included the history of private education in America, the development of one such state organization--The Florida Association of Academic Nonpublic Schools (FAANS), the need for, benefits of, and advantages of such organizations and the cautions and problems inherent in their development. The methodology involved use of two extensive survey questionnaires sent to twelve selected State Education Agency officials in the public sector of education, and the heads of eight selected existing statewide organizations of private schools. The analysis of collected data and formulation of generalizations and conclusions from those data led to the suggested process for development of statewide organizations of private schools. Conclusions drawn from the study included the following: (1) Private education is growing, is more diverse than ever, and is coming together into statewide associations of private schools. Twenty-five such statewide associations of private schools are now formally organized. (2) Communication among private schools and between the private and public sectors of education is a serious problem in most states surveyed and must be improved. (3) Private school leadership within each state must work together to meet common needs and resolve common problems. They must then join hands with public educators forming a partnership to improve educational opportunities for all the state's children. (4) Wide variation exists within the states surveyed in regards to the amount and type of state regulation of private education, state aid to private education, and the state's knowledge about private schools within each state. (5) Private school organizations within states must be broadly representative of all private education within the state. (6) Private school organizations should avoid becoming overly aggressive in seeking state and federal aid in goods and services. (7) Private education leaders must take the initiative in establishing communication and working relationships first among themselves and then with their counterparts in public education. (8) The state education agencies must view private education as a partner in education, must establish a liaison office within the department, and must take seriously the several laws mandating assistance for private schools and their students within the states. The model includes a study of factors influencing effective organizational development, recommendations for membership, a discussion of potential organizational goals and objectives, and a step-by-step plan for beginning such an organization. Implementation of the model is shown to vary from state to state due to differences in state laws and regulations, the political climate of the state, and the nature of and working relationships among private schools within each state.
Identifier: 11768 (digitool), FADT11768 (IID), fau:8699 (fedora)
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1980.
Subject(s): Florida Association of Academic Nonpublic Schools
Private schools
School management and organization
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11768
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.