A Study of the Perspective of Superintendents of How Policies and Practices of Pennsylvania School Boards Affect Student Achievement in High- and Low-Achieving Districts

The intent of this study was to identify and examine the policies and practices of Pennsylvania School Boards, and identify what relationship these might have to patterns of district-level student performance. This study utilized a sequential mixed-methods approach in collecting data. First, quantitative data were secured using surveys sent to a large group of superintendents from similar-sized school districts across Pennsylvania. Then, for the qualitative aspect, a select few superintendents were interviewed in order to more closely analyze the policies and practices of school boards that were identified from the survey. The two research questions developed to guide the study were 1) What policies and practices does a school board engage in that influences student achievement? 2) How do those policies and practices of school boards compare in lower- and higher-achieving school districts?Even though school boards do not directly instruct students, their actions can have a profound effect on the quality of education they receive. Indicative of the study, school boards want their students to be academically successful; however, not all of the policies and practices they partake are beneficial in reaching that goal. The survey and interview data from the study indicates there are both similarities and significant differences between boards from lower- and higher-achieving districts in regards to the policies and practices they participate in, which ultimately influences student achievement. The findings from this study can help both school boards and superintendents utilize the most successful policies and practices to enhance board governance as well as provide the best opportunity to allow their students to be academically successful