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The study investigated popular election results regarding the relationship between the variables of county board member defeat or re‐election and the reappointment or dismissal of county school superintendents, in the state of North Carolina, within a one, two, three or four year time frame. All 100 county school districts were studied over a 12‐year period of time in which an ex post facto quasi‐experimental research design was used to determine the relationship between incumbent board member defeat and superintendent turnover following six general elections. Results of the study show there was stability in both superintendent reappointment and incumbent school board member re‐election. These findings do not support previous research regarding the dissatisfaction theory in that previous studies found significant differences between superintendent turnover and incumbent school board member defeat. This study, unlike others, focused on county public superintendent turnover and county board member election results as opposed to city or state superintendent and school board member elections.

Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA.

This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent.

The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board.

This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.

The paradigm of the Chinese Box Puzzle served as the analytic framework for this study of school board member recruitment. It directed attention to the process of selection and elimination that narrows the population of a school system to the very few who are elected to the school board. In terms of the paradigm, between the largest box — the many who are governed — and the smallest box — the few who govern — are intermediate boxes that identify the social and political processes that successively narrow the population. The study did not advance specific hypotheses, but rather sought to trace the collective careers of sixty school board members and to draw implications from the modal patterns. The essential finding, that the recruitment process propels into office school board members who are different in many respects from those whom they represent, has important implications for educational governance.

The purpose of this paper is to determine the differing ways in which nonprofit charter and traditional public school board members define the concept of accountability in the school or schools they oversee. The findings speak to the governing consequences of shifting oversight of public education from democratically elected bodies to unelected nonprofit governing boards.

The authors use originally collected survey data from democratically elected school board members and nonprofit charter school board members in Minnesota to test for differences in how these two populations view accountability. Open-ended survey questions are coded according to a previously used accountability typology.

The authors find that charter school board members are more likely than traditional public school board members to define accountability through high stakes testing as opposed to staff professionalization and bureaucratic systems.

The results speak to the link between board governance structure and accountability in the public education sector, providing new understanding on the way in which non-elected charter school board members view their accountability function.

The purpose of this paper is to focus on the issue of professional development education for school board members. The research question that guides this mixed study is: does school board member professional development have an effect on student achievement?

The standardized protocol for this study was to send a developed questionnaire to 50 directors of state school board associations. An inductive analysis was made of the state school board directors' responses on whether they felt professional development had a positive effect on student achievement. Their responses were then compared with Education Week's 2009 rating of state education systems.

From the response from the 26 responding state directors, the study found that most states do not require professional development for school board members. State board directors did feel that school board professional development had a positive effect on student achievement. Of the states that did require school board professional development, they received an overall rating of B or C according to the Education Week 2009 rating, while those states that did not require professional development received a rating of C or D.

Mixed research such as this adds to the conversation of the need for required school board professional development but the findings need to be re‐analyzed with all 50 states responding.

The practical implications are profound in that it is desired that children should succeed and learn in quality schools. School board members' lack of education (i.e. they only require high‐school diploma or GED) has an effect on student achievement. School board members need to take required professional development in all areas of public schooling so that quality decisions can be made for children's education.

The social implications are that school board member professional development sends a message to students that continued adult learning is necessary in all walks of life for the USA to continue its leadership in the world.

School board members with the barest qualifications are elected to, in essence, run public schools. Little research has been done about the effects of school board member education on student achievement. This paper explores the voices of state directors in relation to professional development for school board members in US public school discourse and fills some of the gaps in the research.

This study is based on the earlier work of Iannaccone and Lutz, Kirkendall and Le Doux and Burlingame and uses socio‐economic data obtained from 77 school districts in Massachusetts through the period 1963–1972. The study examines a series of hypotheses related to the “gap” that may develop between community demand and school board response. Some of the findings are (i) the Iannaccone‐Lutz model of school board member incumbent defeat is valid and the “gap” between community demands and the school board's response is an important factor in the operational model; (ii) the school board's response to community's demands (tax rate) is an important variable in determining the “gap” resulting in incumbent defeat and in predicting the variance in this political phenomenon in school districts; (iii) socio‐economic‐political indicators of school district change selected by Kirkendall are related to school board member incumbent defeat.

The purpose of this research was to determine the extent to which American school board members faced electoral competition, as well as the factors influencing the likelihood of competition.

The authors utilized original national survey data of American school board members linked with school district demographic data obtained from the National Center for Education Statistics. Several hypotheses were tested using three state-level fixed-effects logistic regression models predicting electoral competition.

The authors found that 39.6% of American school board members reported not having an opponent in their most recent election. School board members serving larger urban school districts with higher percentages of special needs students and racial minorities were more likely to have faced electoral competition.

The authors highlighted potential flaws in the traditional model of local democratic governance and helped expand understanding of the dissatisfaction theory of American democracy and continuous participation theory. The authors concluded with several suggestions on how the results can be used to inform future local governance reforms that increase electoral competition and/or create more effective governance models.

Education funding has been a significant concern of both providers and consumers of the educational system in the United States for many generations. This expenditure accounts for the single largest allocation in most state and local government budgets; and scholars, practitioners, and the general public often question whether or not American students are getting the most “bang for their buck”. While school board members are not responsible for the allocation of revenues from federal, state, and local governments, these individuals are directly responsible for the distribution of these funds for the operation of local schools within their districts. The purpose of this study is to determine if school board members in Tennessee understand the role they play in allocating educational finances which ultimately influence student achievement. The results of this analysis suggest that the perceptions of school board members in Tennessee are not always reflective of the actual outcomes when real data is examined regarding school district expenditures.

This study examines the impact of school-district governance characteristics, which include board and management entrenchment and budget and audit committee expertise, on fiscal measures. Despite the significant influence school boards have over the determination and use of the bulk of property taxes, virtually no empirical research exists that examines the influence of school-district governance structures on fiscal outcomes. We find a positive association between board entrenchment and spending and find a negative association between budget and audit committee expertise and spending. The findings of this study confirm that governance structure matters for fiscal outcomes and recommendations are provided to support efforts to improve fiscal efficiency of school-district governance.

The purpose of this exploratory study was to investigate independent school Boards as teams using a social cognitive perspective. Specifically, the study investigated Board processes and the nature of relationships between Board member self-efficacy, Board collective efficacy and performance of independent school Boards in New South Wales, Australia.

A multiple case study design that used qualitative research methods was employed. An expert steering group provided advice on the categorization of governance structures. A stratified purposeful sample of eight independent school Boards within the Sydney metropolitan area, New South Wales Australia participated. Data were collected from individual, semi-structured, face-to-face interviews with the Head of school, Board Chair and two Board members from each school. The interviews were digitally recorded and transcribed verbatim. Data were analyzed using qualitative data analysis procedures suggested in the literature.

The findings provide evidence that for independent school Board members in this study, self-efficacy and collective efficacy beliefs were related to perceptions of Board performance. Board member self-efficacy and Board collective efficacy appeared to be linked. Self-efficacy beliefs were primarily based on mastery experiences. Collective efficacy (at the individual level) primarily was based on members’ perceptions of Board past performance.

This paper provides insight into individual Board member beliefs likely to shape processes associated with independent school Board performance in New South Wales, Australia. The study is one of only a few that have adopted an empirical and descriptive approach, rather than only providing normative direction and imperatives.