NotesFAQContact Us
Search Tips
ERIC Number: ED516052
Record Type: Non-Journal
Publication Date: 2009
Pages: 162
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-2894-1
The Relationship of the School Board to the Academic Program in Public School Districts
Jarman, Georgia; Kimball, Tamara; Lorenz, Kristee
ProQuest LLC, Ed.D. Dissertation, Saint Louis University
Due to the increasing accountability associated with the No Child Left Behind legislation and the new board governance policy of the fifth cycle of the Missouri School Improvement Program, the issue of school board accountability has emerged as an important topic. At this point, the issue of school reform has reached the school board level. In order for school boards to be accountable, research-based characteristics that support academic programs need to be identified. The project began with a purpose of studying existing models of school governance and current research regarding characteristics of boards of education who successfully focused on the academic program of the district. With a review of the literature and consultation with experts in the field, the project team identified six characteristics of school boards whose support of the academic program resulted in increased student learning. These characteristics were a focused vision, knowledge, teamwork, high standards and expectations, collective accountability for student learning, and strong communication. In addition, the team recognized an interconnectedness between these six characteristics and Peter Senge's systems thinking model. Using these characteristics as a foundation to study current board of education practice, the team developed a survey entitled "Boards of Education as Learning Organizations." The survey was administered to school board members and superintendents from 60 school districts in the west central region of Missouri in order to determine the degree to which the school board members and superintendents reported the use of the six characteristics and the differences in perceptions between the board members and superintendents. It was a goal of the project team to utilize the findings to develop recommendations for the various audiences that could implement them. The project findings revealed that the board members and superintendents reported that they applied the characteristics in their districts consistently. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001