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The history of Nebraska public school accreditation

Barry Howard Limoges, University of Nebraska - Lincoln

Abstract

From the earliest time of school history in Nebraska, school districts have relied on local control. The preservation of Nebraska public education depended upon keeping control close to the people. Controversy existed as to how much control the local school districts should possess. ^ This study traced the development of Nebraska public school accreditation from the mid-nineteenth century to the late twentieth century. The author sought to report the extent to which the state educational agency controlled the process of school accreditation. Emerging themes and patterns were identified. The purpose for conducting this historical study was to develop a chronological history of public school accreditation in Nebraska. Through the research three major periods of accreditation history were identified. The function that the Department rendered to Nebraska school districts depended upon the existing state educational leadership, the time frame in Nebraska history, and the general events that affected Nebraska history. ^ The annual reports by the various state superintendent of education and numerous Department of Education bulletins served as primary source materials for this study. The appendix listed the events in Nebraska history that affected school accreditation. Several Nebraska Department of Education organizational flowcharts also appeared in the appendix. ^ The history of public school accreditation in Nebraska has been an unique process. Disagreement over educational control of local school districts will continue to exist in years to come. Through the development of mandatory programs, the Nebraska Department of Education provided better opportunities for school children. ^

Subject Area

Education, Administration

Recommended Citation

Limoges, Barry Howard, "The history of Nebraska public school accreditation" (2001). ETD collection for University of Nebraska - Lincoln. AAI3022645.
http://digitalcommons.unl.edu/dissertations/AAI3022645

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