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The History of Nebraska Public School Reorganization Over the Past 30 Years and How

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The History of Nebraska Public School Reorganization Over the Past 30 Years and How The History of Nebraska Public School Reorganization Over the Past 30 Years and How This History Might be Used to Predict Nebraska School Reorganization in the Future: A Mixed Methods Study By Cory Dean Worrell A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education Major: Educational Administration Under the Supervision of Professor Jody Isernhagen Lincoln, Nebraska May, 2015 The History of Nebraska Public School Reorganization Over the Past 30 Years and How This History Might be Used to Predict Nebraska School Reorganization in the Future: A Mixed Methods Study Cory Worrell, Ed.D. University of Nebraska, 2015 Advisor: Jody Isernhagen The purpose of this study was to examine the history of reorganization in public schools in Nebraska over the past 30 years and how we can use this history to make predictions for the future of reorganization in public schools in Nebraska. The researcher used a mixed method approach. For the quantitative research 199 Nebraska superintendents were surveyed to determine the reasons for their school districts reorganization over the past 30 years. For the qualitative research, eight individuals were interviewed to gauge their perceptions of public school reorganization in Nebraska. These eight individuals were experts in public school education in Nebraska. The survey results showed that reorganization impacted school enrollment and school finances did not seem to be a major factor as to why districts reorganized. Additionally, results showed the legislature does not really have an impact on reorganization as well. There was a minimal effect from reorganization upon improving student opportunities, however, it did not take away opportunities from students. Reorganization has a positive effect on staffing as districts usually gain teachers and they do not normally lose their jobs. For the most part, reorganization was positive for the community. Based on the interview results Nebraska will continue to see a de-population of rural areas, which may negatively impact enrollment in schools. There will continue to be less need for more workers in agriculture, which will impact enrollment in rural areas. Rural communities and school districts prefer local control and that the legislature not be involved in reorganization in the future. However, there may be a need for a reorganization study to be conducted so the legislature better understands the needs of school districts rather than basing decisions on emotion. Acknowledgements It is not without the support and help of others this dissertation was completed. I hope everyone I mention realizes the impact they have had on my life and the support they have given me and continue to give me to this day. I am forever grateful to all of you. I learned from an early age the value of an education. My late mother Janie and father Gary taught my sister Kristi and I how important getting a college degree was. At 8 or 9 years of age, I remember talking in the front yard of our house with two neighbors about how I would go on to college. My parent’s encouragement allowed me to persevere through times that were challenging. I only hope that my wife and I can provide the same support to our own children that Kristi and I received. My wife Amy is the most giving and supportive person I have ever met. Throughout the process of writing this dissertation, Amy has been with me every step of the way. She allowed me time on weekends and evenings to work on this when she needed me to be at home. She also put up with my multiple trips to Lincoln to get help on writing the dissertation. Thank you Amy for your love, support and dedication to myself and our family. I love and respect you dearly. I also want to thank our children for their patience with me in getting this dissertation completed. Cooper, Brody, Deacon and new baby Archie light up my world and keep me focused on the two most important things in my world: Striving to be a great husband and father. Thank you all for your support and patience. The NEAR Center crew was able to steer me in the correct direction when writing up both my quantitative and qualitative data. Houston Lester, Grant Orley and Weldon Smith helped me with the quantitative information and Debbie Miller helped direct me with my qualitative data. Thank you all for your help and dedication to helping me get this completed. I would also like to thank my friends and co-workers for their support and dedication to encouraging me through this process. I am especially grateful for the help my assistant Gay Sandman has given me through this process. I am lucky for the friends I have and to work with the people I do everyday. And finally, I would like to thank my advisor, Dr. Jody Isernhagen for pulling me through this process. Dr. Isernhagen is so good at explaining what needs to be done at that exact moment. She didn’t allow me to get overwhelmed with looking at the whole when I needed to focus on the moment and what needed to get done at that time. She is encouraging, supportive and when needed, feisty. When I needed a kick in the rear end, she provided it! I appreciate her honesty and dedication to helping me get this accomplished. i Table of Contents Chapter 1—Overview ................................................................................................ 1 Introduction .......................................................................................................... 1 Statement of the Problem ..................................................................................... 2 The Research Question(s) .................................................................................... 3 Methods................................................................................................................ 4 Definition of Terms .............................................................................................. 5 Assumptions ......................................................................................................... 7 Delimitations ........................................................................................................ 8 Limitations ........................................................................................................... 8 Significance of the Study ..................................................................................... 8 Summary .............................................................................................................. 9 Chapter 2—Literature Review ................................................................................... 10 Introduction .......................................................................................................... 10 Section 1: Definitions, Terms and their Meanings Related to School Reorganization ..................................................................................................... 10 Section II: Key Legislation and Bills Related to School Reorganization (1985-2014) .......................................................................................................... 11 Key Legislation .............................................................................................. 11 Key Legislation in 1988 ................................................................................. 12 Key Legislation in 1990 ................................................................................. 14 Key Legislation in 1991 ................................................................................. 17 Key Legislation in 1993 ................................................................................. 19 Key Legislation in 1994 ................................................................................. 21 Key Legislation in 1995 ................................................................................. 23 Key Legislation in 1996 ................................................................................. 25 ii Key Legislation in 1997 ................................................................................. 26 Key Legislation in 1998 ................................................................................. 28 Key Legislation in 1999 ................................................................................. 30 Key Legislation in 2001 ................................................................................. 32 Key Legislation in 2002 ................................................................................. 34 Key Legislation in 2003 ................................................................................. 35 Key Legislation in 2004 ................................................................................. 37 Key Legislation in 2005 ................................................................................. 39 Key Legislation in 2006 ................................................................................. 42 Key Legislation in 2007 ................................................................................. 46 Key Legislation in 2008 ................................................................................. 48 Key Legislation in 2010 ................................................................................. 50 Key Legislation in 2011 ................................................................................. 52 Key Legislation in 2014 ................................................................................
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