The first formal survey of the schools of Boise, Idaho (USA) was conducted in 1910 It was largely of an inspectional nature. It gradually became the pattern for other school surveys in the United States. These surveys generated apprehension as well as opposition on the part of local teachers because of their inspectional nature.
It was felt that such surveys generally lacked continuity due to non-implementation of the recommendations and, therefore, they were of limited overall value. Consequently, some improvements were suggested and emphasis now is on comprehensive surveys designed to evaluate the school as a functional unit.
Nature of School Surveys:
The school survey is a comprehensive study of existing conditions to determine the overall effectiveness of the school programme and suggest improvement, where necessary. In terms of purposes, Cooper (1946) and Reller (1942) have categorized school surveys into three types— (i) the investigative, evaluative or status survey which studies primarily the existing conditions; (ii) the deliberative, developmental, or planning survey, which is intended primarily to make proposals for development and improvement, with a minimum criticism of present circumstances: (iii) the implementive survey, which not only makes suggestions for development, but also attempts to create conditions in the conduct of the survey which will enhance the prospects of actually achieving survey recommendations.
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According to Good (1966), the comprehensive school survey usually covers the following aspects of the school system:
1. Aims, outcomes, pupil achievement, curriculum, method, and instructional aids.
2. Administrative problems and procedures of the schools.
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3. Financial policies and procedures.
4. Operation and maintenance of the physical plant.
5. Pupil transportation.
6. Staff and personnel.
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7. School plant and related factors.
School surveys may be conducted at the local, state, regional or national level. They may be undertaken at various levels of instruction – elementary, secondary, or higher. Some of them may be concerned with the problem of school building only. Others may study community and school setting, available financial resources, pupil transportation system, or estimate future school enrolment.