When it comes to education reform, school boards are often the redheaded stepchildren. Over the last two decades, mayors have taken over nearly twenty major urban school systems. “School boards are an aberration, an anachronism, an educational sinkhole,” said Fordham’s own Checker Finn. “Put this dysfunctional arrangement out of its misery.” Even school board members themselves admit that they “throw temper-tantrums, use off-color language, throw things, [and] threaten or insult board members, the superintendent, staff, or the public.” The bigger question then is: Do school boards even matter? Should we even have them? Two researchers tried to answer that question.
In Does School Board Leadership Matter?, Arnold F. Shober and Michael T. Hartney matched school-board-member survey data from 2009 with data about each participant’s district. The goal of their analysis was to determine whether school board members’ characteristics and opinions correlated with their districts’ student achievement and whether their districts “beat the odds” and outperformed what their student demographics predicted. What they found was promising: school board members who believe that improving student learning is their most important priority were more likely to serve in districts that beat the odds.This article was originally published in Thomas B. Fordham Institute.