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With the advent of the National Education Goals formulated by President Bush and the nation's governors, there is a new, nationwide environment for America's schools. Goals and objectives set at this new level imply a desire for involvement in national monitoring of local efforts to assess student, school, and district performance. Concerned about school board response to the National Education Goals, the National School Boards Association and the U.S. Department of Education's Office of Educational Research and Improvement jointly sponsored a study group to examine why National Education Goals are being promulgated now, why they are important for local school boards, and what school boards can do to support the goals. The study group developed several general principles to apply to each goal. Essentially, the study group urges school boards to: (1) consider the National Education Goals a framework for discussing local educational improvement efforts; (2) recognize that the goals redefine board responsibilities to include advocacy for children and learning; (3) demonstrate the school board's leadership in deciding which community group has primary responsibility for achieving each goal; and (4) prepare to cooperate with community members to change the framework for strategic thinking about education. The study group also offers a framework for considering each goal at the local level and outlines ideal board responses to each of 21 objectives established for the goals. (MLH)
A heated debate is raging over our nation’s public schools and how they should be reformed, with proposals ranging from imposing national standards to replacing public education altogether with a voucher system for private schools. Combining decades of experience in education, the authors propose an innovative approach to solving the problems of our school system and find a middle ground between these extremes. Reinventing Public Education shows how contracting would radically change the way we operate our schools, while keeping them public and accessible to all, and making them better able to meet standards of achievement and equity. Using public funds, local school boards would select private providers to operate individual schools under formal contracts specifying the type and quality of instruction. In a hands-on, concrete fashion, the authors provide a thorough explanation of the pros and cons of school contracting and how it would work in practice. They show how contracting would free local school boards from operating schools so they can focus on improving educational policy; how it would allow parents to choose the best school for their children; and, finally, how it would ensure that schools are held accountable and academic standards are met. While retaining a strong public role in education, contracting enables schools to be more imaginative, adaptable, and suited to the needs of children and families. In presenting an alternative vision for America’s schools, Reinventing Public Education is too important to be ignored.
Newly revised in 2020, NSBA's Key Work of School Boards framework identifies the core skills that effective boards need to ensure that all students achieve at high levels through excellence in governance.
This report presents findings of a 1985 national study of the local school board. Information was gathered from case studies in nine major metropolitan areas, questionnaires administered to over 200 school board chairpersons, and literature on board governance. Chapter 1 offers an overview and questionnaire results. Chapter 2 summarizes major findings. The historical role of school boards is discussed in chapter 3. Chapter 4, on the working board, interprets challenges faced in developing operating structures. The board-superintendent relationship is explored in chapter 5. The report probes, in chapter 6, issues confronting boards. Board members' and citizens' satisfactions and dissatisfactions with board service and practices are analyzed in chapter 7. The need for increased attention to board development for individuals and for boards is stressed in chapter 8, along with recommendations. The final chapter presentes 15 indicators of an effective board. Major findings are that citizens support the ideal of local governance of education through school boards, but not necessarily the board of their own community. Despite this approval, the public knows little about boards' functioning. States' increased visibility in education creates further confusion about responsibilities. Difficulties are forecast as student populations diversify and management becomes more complex. Local governance needs informed support from communities. Thirty-nine references are included. (CJH)