School Board Member Definitions of Accountability: A Comparison of Charter and Traditional Public School Board Members

Autor/inn/en	Ford, Michael R.; Ihrke, Douglas M.
Titel	School Board Member Definitions of Accountability: A Comparison of Charter and Traditional Public School Board Members
Quelle	In: Journal of Educational Administration, 55 (2017) 3, S.280-296 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-04-2016-0040
Schlagwörter	Boards of Education; Accountability; Charter Schools; Public Schools; Governance; Surveys; Public Officials; Governing Boards; Administrator Attitudes; High Stakes Tests; Correlation; Comparative Analysis; Statistical Analysis; Comparative Education; Elementary Secondary Education; Regression (Statistics); Minnesota + Suchen Sie Ihr Suchwort? Ausschuss; Verantwortung; Charter school; Charter-Schule; Public school; Öffentliche Schule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Survey; Umfrage; Befragung; Governing body; Governing bodies; Leitungsgremium; Korrelation; Statistische Analyse; Vergleichende Erziehungswissenschaft; Regression; Regressionsanalyse
Abstract	Purpose: The purpose of this paper is to determine the differing ways in which nonprofit charter and traditional public school board members define the concept of accountability in the school or schools they oversee. The findings speak to the governing consequences of shifting oversight of public education from democratically elected bodies to unelected nonprofit governing boards. Design/methodology/approach: The authors use originally collected survey data from democratically elected school board members and nonprofit charter school board members in Minnesota to test for differences in how these two populations view accountability. Open-ended survey questions are coded according to a previously used accountability typology. Findings: The authors find that charter school board members are more likely than traditional public school board members to define accountability through high stakes testing as opposed to staff professionalization and bureaucratic systems. Originality/value: The results speak to the link between board governance structure and accountability in the public education sector, providing new understanding on the way in which non-elected charter school board members view their accountability function. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01