Dissertation/Thesis Abstract

A qualitative multiple-case study of the merger that formed Twin Rivers Unified School District
by Crowe, Christopher Hugh, Ed.D., University of Phoenix, 2013, 251; 3570764
Abstract (Summary)

The history of public education in America is a history of school district mergers. Population growth and improvements in transportation and communication brought isolated communities together. Financial pressures and promises of economies of scale overcame reluctance to merger. In more recent times, federal and state legislation has provided impetus for school district consolidation. The merger that formed Twin Rivers Unified School District delivers a current view of the complexity of merging school districts. The purpose of this qualitative multiple-case study was to examine the merger that formed Twin Rivers Unified School District (Twin Rivers). The passage of Measure B in November 2007 formed Twin Rivers by joining three elementary districts and one high school district in Northern Sacramento County California. This qualitative multiple-case study was designed to explore what worked well and what detracted from the merger process. Six board members and seven district office administrators participated in semi-structured interviews designed to examine the merger that formed Twin Rivers. The study participants all served from the election or before the establishment of the district on July 1, 2008. The findings from the study indicate a need for a review of California laws related to school district mergers, personnel, and finance. The findings also indicate a need for those involved in school district mergers to be aware of possible pitfalls and resistance.

Indexing (document details)
Advisor: Johnson, Karen
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 74/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration
Keywords: Consolidations, Distric mergers, School districts
Publication Number: 3570764
ISBN: 978-1-303-16627-3
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