Abstract
The first elementary California Distinguished Schools Program in 1986-87, designed to provide recognition, serve as incentive for reforms, and provide models for schools, was studied to determine difference among socioeconomic levels of 4,886 public schools from initial nomination of 559 schools as Distinguished Schools to final step of 42 nominees to the National Recognition Program. The study determined differences among socioeconomic rankings of schools selected at each step and examined differences in reasons influencing decisions not to apply, reported by principals of the highest and lowest 500 socioeconomically ranked schools. The study was based on casual-comparative methodology using archival data for socioeconomic rankings and the six steps of the CDSP. A questionnaire administered to principals elicited the strength of influence 20 reasons, based on research on competition, motivation, and information from schools and state personnel. Response rates ranged from 84 to 100 percent. Data were examined using descriptive statistics, Chi Square Tests of Differences, and ANOVAs. The CDSP was found to have a systemic bias toward high socioeconomic schools at the nomination step. This continued at succeeding steps. No significant difference between paired steps was found after the eligible/nomination steps. Both lowest and highest SES school principals felt lack of time was the strongest influence on decisions not to apply. Philosophical concerns about use of test schools and competition among schools were important influences for both. District influences and fear of negative reactions from other schools were significantly stronger influences for high SES schools. Beliefs that schools would not win were a strong influence in the Low SES schools. A recommendation was made that the CDSP look for a different nomination process to assure both excellence and equity in the program. Investigation into the effects of competition was recommended. Not only is this absent from research, the concerns expressed by all principals merit discussion and research. The lack of confidence expressed by low SES school principals and concern about possible negative feeling from others can be effects of competition that have implications for the CDSP and education in general that need further study.