Abstract

In recent years, the six states of Georgia, Nebraska, Ohio, Oregon, Texas, and Wisconsin have inaugurated an accreditation system for their statewide networks of education service agencies. This development is part of a national movement to not only create more meaningful state performance accountability systems, but also to include all actors in the state system of elementary secondary education. The article examines the intent of the six state programs, the processes they use, standards that have been developed, the extent of use of indicators of quality, and what, if any, sanctions are applied by the states for poorly performing service agencies. Rural school systems, that have historically been the prime benefactors of the programs of such agencies, have a prime interest in this new development, as should those who help shape policies designed to improve ru ral small schools.

How to Cite:

Stephens, E. R., (1990) “An Examination of State Accreditation Practices for Education Service Agencies”, Journal of Research in Rural Education 6(3), 1–9.

Rights: Copyright