Can Your School Board Improve Student Performance?

The Lighthouse Project Findings

Much research has been conducted in recent decades on the impact teachers and administrators have on student achievement. But little has been known about how school boards’ performance affects what students learn and are able to do. Through an extensive research project that began in 1998 and continues today, the Iowa Association of School Boards set out to change that. That research, known as the Lighthouse Project, has found that school boards can, indeed, contribute significantly to the level their students achieve academically.

Specifically, researchers studied the characteristics of school boards in high-performing school systems and those in low performing systems. They found that school boards in districts with high student achievement:

• Consistently expressed the belief that all students can learn and that the school could teach all students. This “no excuses” belief system resulted in high standards for students and an on-going dedication to improvement. In low-achieving systems, board members had limited expectations and often focused on factors that they believed kept students from learning, such as poverty, lack of parental support or societal factors.

• Were far more knowledgeable about teaching and learning issues, including school improvement goals, curriculum, instruction, assessment and staff development. They were able to clearly describe the purposes and processes of school improvement efforts and identify the board's role in supporting those efforts. They could give specific examples of how system goals were being carried out by administrators and teachers.

• Used data and other information on student needs and results to make decisions. The high-achieving boards regularly monitored progress on improvement efforts and modified direction as a result.

• Created a supportive workplace for staff. Boards in high-achieving systems supported regular staff development to help teachers be more effective, supported shared leadership and decision making among staff, and regularly expressed appreciation for staff members.

• Involved their communities. Board members identified how they connect with and listen to their communities and focused on involving parents in education.

For detailed information about the Lighthouse Project, visit:
www.ia-sb.org/StudentAchievement.aspx?id=436