The Effects of School System Superintendents, School Boards, and Their Interactions on Longitudinal Measures of Districts’ Student Mathematics Achievements

• In Event: Roundtable Session 12
  In Roundtable Session: Analyzing the School District as Agent of Reform

Abstract

This mixed-method study examines local school districts’ effects on students’ academic achievements in an attempt to explain district differences in 10-year mathematics achievement slopes. Three possible affectors were examined: district superintendents, elected school boards, and the interactions of superintendents and elected boards. Analysis of achievement and board/superintendent data from over 100 districts in one state indicated that superintendents’ time spent focused on achievement was a major predictor of districts’ 10-year achievement slopes. Change of superintendents produced a one-year drop in achievement, typically followed by a steeper slope in subsequent years. School boards’ effects were mediated through superintendents. Implications for research and practice are discussed.

Authors

• Tom Shelton, Fayette County Public Schools

• Samuel C. Stringfield, University of Cincinnati