Board functions, participation, activities, and program outcomes of the Detroit Center for Professional Growth and Development were studied to determine the effects of a change in board membership on the functioning of the center. From 1975 to September 1979, the center's governing board had been composed of key officials, several whom were teachers, of five educational organizations. In October 1979, membership was expanded to include six more teachers in response to federal and state teacher center legislation requiring a teacher majority on such boards. Trend analyses were conducted over a five-year period through examination of documents from board meetings and objective measures of program planning and outcomes for three center components: (1) Field Consultant Service; (2) the Mathematics Education Resource Center; and (3) the Reading Resource Center. Characteristics of the five-member governing board during the first four years differed from those of the 11-member policy board in the fifth year. Fewer board meetings were held, and agendas were less complex in the fifth year. Financial issues remained a major concern for board consideration, although obtaining release time for teachers became a recurring issue in the fifth year. For all five years, teachers were the major participants in motion formulation, and there was very little controversy among board members on the issues. Program decisions continued to be made by the staff of the center, as the board remained primarily concerned with funding aspects of the center's activities. (FG)