This report examines the historical role of statewide coordinating boards, most of which were established after World War II to help states deal with conflicting institutional political interests and values. While authority over institutional management remains vested in governing boards, statewide coordinating boards serve as alternative models of governance, whose lay members are responsible for articulating the broad public interest in higher education. Board functions and roles have varied over time, but may include such issues as master planning, budget review, program review and allocation, and policy analysis. An initial mission was to promote orderly growth during the rapid expansion in enrollment in the postwar era. In the 1980s, as state governors led educational reform, boards became involved in public policy and later worked to improve educational quality and access. During the l990s the emphasis shifted toward fiscal matters and boards launched initiatives to counter the public belief that higher education was not responding to societal issues such as teacher preparation, strengthening undergraduate education, and increasing enrollment and graduation rates of minorities. Appended are tables outlining the range of coordinating board responsibilities by state, and patterns of campus governance. (CH)