In this article, we use originally collected survey data to determine how nonprofit charter school board members in the states of Wisconsin, Michigan, and Minnesota define accountability. We find that charter board members generally define accountability downward toward student achievement and staff performance, inward toward board performance, or…

Claims there are many styles of governance observable in schools and that these are a consequence of changes in schooling technology and in shifting demands from school environments. Asserts that an understanding of school governance and the place of collective bargaining within it requires sensitivity to the multiple mental models. (Author/MK)

Centers on importance of ideological thought systems in shaping political and organizational actions in educational governance. Argues that the ideological factor (1) links (or fails to link) school board members to their constituencies, (2) defines problems and processes for policymaking, and (3) communicates a mandate for action to school…

Discusses contradictions and tendencies inherent in the dominant ideology and formal structure of educational governance. Notes increasing turbulence in the current social and political environment of education that accentuate these factors. Proposes that within the turbulent environment, contradictions and tendencies may become a source of…

Argues that decentralized operation of schools (home rule) is as much a paradox as a concept. Asserts that home rule has advantages but also presents some difficult problems. Proposes that school governance bodies must become involved in research and development of new educational strategies. (Author/MK)

A survey of the broad policy community rates the governor, Democratic and Republican lawmakers, mayor, Chicago Board of Education, district central office, and the Chicago Teachers union in their work of Chicago school governance before and after the July 1995 restructuring. Preliminary results suggest improvement in school governance following…