15 Jan 2008, Tom Alsbury
Presented at 2007 ISBF symposium School Board Research: Main Lines of Inquiry
Presenter: Tom Alsbury
Topic: Board/Superintendent Turnover and Student Achievement
I. Key points/highlights/overview of the research presented
The study is a follow-on study to the Dissatisfaction Theory research. The research question is whether there is a relationship between board member and superintendent turnover and student achievement. A secondary research question is whether the size of the district is a factor in the effects of turnover on student achievement. Additional research questions address the effect of turnover on policy and on the system. The reasons for board members and superintendents leaving were categorized as either “political” or “apolitical”.
The longitudinal analysis of board and superintendent turnover over a period of 8 years in Washington State used the state’s criterion-referenced test to gauge changes in student achievement.
II. Key findings/conclusions
The research found that:
• Most board and superintendent turnover is apolitical;
• There was no correlation between total turnover and achievement;
• There was a negative relationship between political turnover and achievement (as political turnover went up, achievement went down);
• There was a negative relationship between total turnover and achievement in small districts;
• There was a negative relationship between superintendent turnover and achievement in small districts.
III. New ideas that surfaced as a result of the research
District size is a significant factor in the dissatisfaction theory.
Board and superintendent turnover can negatively impact student achievement.
IV. The potential impact of this research on the practice of governing schools
Policy makers may want to consider policies to reduce turnover.
V. Future implications for research or practice as a result of this research
(None observed.)
VI. Questions/discussion areas that surfaced from participants
Question – What if the superintendent is new, but inherits the board?
Answer - If the superintendentt aligns with the old board and the old board is thrown out, the superintendentt is in trouble.
Question - SHOULD the supt align with the board?
Answer - Try to stay neutral and be quiet.
Question – Was there a lag time between board/superintendent turnover and changes in student achievement?
Answer - Yes, the research accounted for that by studying cohorts of students over time. Further, many opponents to elected boards often do studies that are too short in time span and then they claim to find nothing. It is important to look at 20+ year span in several factors to really understand what is going on in a school district.
Question – How does your research fit with the McREL research linking principle longevity to improved student achievement?
Answer – I will not pass judgment, but most studies cited were dissertations and not peer reviewed. It is possible that the two studies support each other, i.e. longevity may be a positive factor AND turnover (when needed) may be as well.
Question – What constitutes turnover?
Answer – Either defeat at polls or pressured resignation “politically motivated.” It could be as few as one board member, depending on the situation. Was the board member a “swing” vote? Was the member powerful?
Question – What is the main reason that boards change?
Answer - It could be when there is an “agenda/axe to grind”. Usually it was not achievement. It depends on whether board member is “elite” (I was elected because I know best) or “arena” (I will find out what my constituents want). There is lots of pressure not to be “arena” because it looks like the member is indecisive. Tom emphasized that boards are not often concerned with student achievement.
Comment – There are ways (Lighthouse materials) to get board members urgent about student achievement.
Response - You need to deal with the “contextual complexity”. For better or worse, communities change boards and that does affect schools. School officials usually don’t pay attention to the community dissatisfaction. Latest surveys find that board members LEAST value community involvement. This is ironic, since they were elected to represent the community.
Comment (From a local board member) – Board members need to recruit other quality members so that there is some stability.
Question - How can board trainers help board members to focus on student achievement?
Answer – The Lighthouse research has the best answer.
Question – What is the biggest message from your research for school boards and trainers?
Answer – There is HOPE! We are finding evidence that school boards matter. Therefore, we should not abandon this method of governance.