Boards of Education

Local school boards have guided American public education for well over a century. Electing school board members to govern local schools embodies U.S commitment to democracy and the nation's desire to have some influence over the education of children who reside here. While these values still resonate with the American public, changes in society and the way schools are governed have stripped these institutions of much of their power. Instead of deciding fundamental policy issues, these institutions are now left to implement the priorities and polices of the state and the federal government.

The reasons for the diminished role school boards now play reveal much about the legitimacy of the institution as a means of democratic participation and about its ability to address issues of concern such as inequality, poverty, and diversity. This entry examines some of the historical and contemporary forces that have influenced school board structure, composition, and function. From a historical perspective, there have been many forces at work that have tended to limit the participation of citizens in school board elections and have insulated these institutions from the publics they were supposed to serve. In the contemporary context, the inability of school boards to adequately represent increasingly diverse constituents coupled with the growth of the federal and state role in education has led some to conclude that boards have outlived their usefulness.

Tracing the history of school boards can provide new and important insights into ongoing debates about the governance of public schools. For example, the Center for Education and the Economy has advocated for school governance reforms that would radically limit the role of local boards in educational decisions by turning the ownership of local schools over to limited-liability corporations. Such proposals only make sense when they are viewed as part of an ongoing transformation in societal values and interests.