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AN ANALYSIS OF THE IMPACT OF INSTRUCTIONAL TIME REQUIRED UPON SUPERINTENDENTS' PERCEPTIONS, BOARD POLICIES AND LENGTH OF SCHOOL YEAR IN NEBRASKA CLASS C SCHOOL DISTRICTS
Abstract
The purpose for conducting this study was to analyze the impact of instructional time required for high school students as a result of a 1984 Nebraska statute mandating Nebraska school districts to require 1080 hours of instruction for high school students in place of the previously required 175 days of instruction per year. The analysis of impact of instructional time required for high school students as a result of the statute change was ascertained by examination of superintendents' perceptions, school board policies and length of school year prior to and then one year following implementation of the 1080-hour statute. A thirty-four item mailed questionnaire was used to determine: limited demographic information about respondent superintendents, a recent history of student instructional days and teacher contract days in local school districts, school board policies that affect each district's school year calendar, and superintendent's perceptions of the impact of the 1080-hour school year upon the local district and its instructional program. Included in the questionnaire, but separate from the study, were two questions eliciting superintendents' perceptions regarding the impact of the 1032-hour school year upon elementary school districts. School districts surveyed included the entire population of Nebraska Class C school districts playing eleven-man football during the 1985-86 school year. A total of 96 such districts existed in the state during the 1985-86 school year, of which 87 returned usable questionnaires. Statistical data were analyzed at the Nebraska Evaluation and Research Center located on the University of Nebraska-Lincoln Campus. Statistical analysis of the data employing percentage, mean, median, mode, range and frequency distribution in keeping with the descriptive nature of the study comprised the major portion of the analysis. The evidence gathered and analyzed in this study strongly indicates that the quality of instructional time required of students and their teachers as a result of the 1080-hour statute is slightly improved, but basically unchanged.
Subject Area
School administration
Recommended Citation
LILLIS, TUCKER, "AN ANALYSIS OF THE IMPACT OF INSTRUCTIONAL TIME REQUIRED UPON SUPERINTENDENTS' PERCEPTIONS, BOARD POLICIES AND LENGTH OF SCHOOL YEAR IN NEBRASKA CLASS C SCHOOL DISTRICTS" (1987). ETD collection for University of Nebraska-Lincoln. AAI8800005.
https://digitalcommons.unl.edu/dissertations/AAI8800005