The influence of a school board on the community
Reply to student post below by furthering discussion.The question of whether the influence of a school board on the community should be greater than, less than, or equivalent to the influence of the community on the school board is a complex one that has been debated by scholars, policymakers, and educators for decades. The first perspective on this issue is that the influence of the community on the school board should be greater than that of the school board on the community. This view is based on the idea that schools are community institutions that should be responsive to the needs and values of the community they serve. As such, community members should have a strong voice in shaping the policies and practices of their local schools. This view is supported by research that has shown that parental involvement in schools is associated with positive academic and social outcomes for students (Epstein, 2011; Henderson & Mapp, 2002). On the other hand, some argue that the influence of the school board on the community should be greater than that of the community on the school board. This view is based on the belief that school boards are responsible for making important decisions that affect the quality of education provided to students, and that these decisions should be based on expert knowledge and best practices in education. This view is supported by research that has shown that school board members who have a strong understanding of educational policy and practice are more effective in improving student outcomes (Kirst, 2011; Hess & McShane, 2016).
Moreover, a third perspective is that the influence of the school board and the community should be equivalent. This view is based on the idea that schools are both community institutions and expert organizations that require input from both the community and educational experts to make informed decisions. This view is supported by research that has shown that collaborative decision-making processes that involve both community members and educational experts can lead to more effective and sustainable educational reforms (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Bryk, Gomez, Grunow, & LeMahieu, 2015). Additionally, there is no one right answer to the question of whether the influence of a school board on the community should be greater than, less than, or equivalent to the influence of the community on the school board. The appropriate level of influence depends on a variety of factors, including the context of the school district, the needs and values of the community, and the expertise of the school board. A collaborative approach that involves both community members and educational experts is likely to lead to the most effective and sustainable educational reforms. Again, there are many perspectives that must be considered and there needs to be a balance between these perspectives.
References:
Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press. Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools.
Hess, F. M., & McShane, M. Q. (2016). A search for common ground: Conversations about the Tenth Anniversary Edition of No Child Left Behind. Brookings Institution Press. Kirst, M. W. (2011)
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