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Fischel & Murray (Fischel (SCHOOL DISTRICT CONSOLIDATION (• Factors…
Fischel & Murray
Fischel
STANDARDS AND MOBILITY
• Most blue-ribbon committees appointed to examine education issues came up with recommendations that were ignored or twisted so badly that the resulting reforms could hardly be said to have evolved from the original recommendations.
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Age-Graded Schools
“Age grading is relevant to school district consolidation because it required coordination between classes within the same school and among other schools. All of the teachers in a multi graded school had to agree to the curriculum in each grade. The sole teacher in a one-room school could teach skills and subjects in just about any order that she pleased. In most cases, teachers just followed textbook order, but they could select which textbook subjects would be studied. Age-graded schooling could tolerate much less variety among classrooms. Within the same school it was essential to have curricula in the upper grades follow from material taught in the immediately preceding grade” (Fischel 2010 p.183).
Property Values
“The size of the rural school district was governed by the distance a child could reasonably be expected to walk. A homestead located close to the school had an advantage over others for prospective buyers. The children could, after doing their morning chores, walk a few hundred feet to school. This advantage over other homes and farms in the district surely became reflected in the value of the closer property. Indeed, the site for many a rural school had been donated by a local landowner, who also often got his name attached to the informal designation of the district." The donor doubtlessly had both an altruistic and a selfish motive for doing so. The selfish advantage was the proximity advantage of being closer to a school. Thus, some schoolhouses surely were established "for the purpose of enhancing the value of property in the vicinity of the schoolhouse."” (Fischel 2010 p.187).
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