Expanding Educational Opportunity and Equity for English Learners: The Role of School Boards in the U.S. Mountain West

• In Event: 63.018 - Promising Scholarship in Education: Dissertation Fellows and Their Research

Abstract

The role and influence of local school boards on student outcomes and achievement remain a source of debate among education and public policy researchers (Alsbury, 2008; Howell, 2005; Wong, 2007). Some believe schools boards contribute to underperforming school districts (Hess & Meeks, 2010; Usdan, 2010). Still, others find that schools board can positively influence student achievement (Delagardelle, 2008; Land, 2002) as well as provide an important democratic link to education (Ravitch, 2010; Resnick & Byrant, 2010). Although the overall number of school boards in the United States has decreased dramatically from approximately 119,000 since 1937 (U.S. Department of Education, 1993); they are still responsible for the policy governance and operation of roughly 13,000 public school districts serving more than 50 million students nationwide (National School Boards Association, 2013).
In addition, the increasingly complex political, economic, demographic, and social contexts in which local school boards operate in (Howell, 2005; Frankenberg & Diem, 2013; Tyack, 1993); coupled with a growing federal role in education policy and reform (Cross, 2004; Viteritti, 2005), have called into question the need and efficacy for locally elected school boards (Alsbury, 2008; Hess, 2010; Maeroff, 2010; Wong & Shen, 2008). Whether the push for increased standards and accountability (Lewis & Fusarelli, 2010; Usdan, 2010) or expanded educational opportunity and equity for all children (Horsford, 2011; Ladson-Billings, 2006; Petrovich & Wells, 2005; Yosso, 2005), school boards in the 21st century face unique challenges and opportunities.
The purpose of this study is to examine the role of local school boards in the equity-oriented policies that provide equal opportunities for all children to experience academic success. This study is a multiple-site case study guided by social construction theory and focused on policies designed for English Language Learners (ELLs) in three large metropolitan school districts in the Mountain West region of the United States—Clark County School District located in Nevada, Salt Lake City School District located in Utah, and Tucson Unified School District located in Arizona. The central question this study aims to answer is: In what ways do school boards inform ELL policies and practices?

Author

• Carrie Sampson, University of Nevada - Las Vegas