School board members, district superintendents, and building principals in 170 districts in 16 western states were surveyed to determine the role of school boards in school self-study evaluations. Analysis of the questionnaires resulted in the following conclusions: (1) board members seldom assisted in the evaluation process, especially in larger districts; (2) school administrators more often perceived a higher level of board involvement and better evaluation procedures than did board members; (3) both administrators and board members rated the procedures more highly than the final recommendations and felt the recommendations would not be very useful for board decision making; (4) the main reasons for lack of greater board involvement included lack of time, uncertainty about their roles, and the belief that they were not needed; (5) both administrators and board members ascribed lack of initiative and interest to the other group; (6) some support existed for greater board involvement, especially in reviewing administrative and policy-making activities, preliminary evaluation recommendations, and school philosophy; and (7) self-instructional materials and inservice training were thought to be beneficial, and should be provided by accrediting agencies, state school board associations, or state departments of education. (The questionnaire is appended.) (MH)