This dissertation examined the differences in school board activities between high-achieving and low-achieving districts across urban, suburban, and rural settings in Pennsylvania. The focus was on understanding the disparities in official behaviors contributing to academic outcomes. This study addressed a critical gap in educational governance literature. Data from 28 school districts were analyzed using surveys and academic performance metrics, reflecting typical school board demographics and state academic achievements. Noteworthy findings include a trend towards gender parity among suburban board members and consistent academic performance patterns where suburban districts outperformed rural and urban counterparts. Science emerged as the highest-scoring subject across all districts, followed by English language arts and mathematics. Urban districts, despite low academic achievement, exhibited higher confidence in their school board behaviors, while rural districts, though academically superior to urban counterparts, expressed lower confidence levels. Key areas of agreement across all district types, included board and staff relationships, student achievement, and fiscal responsibility, with board performance and professional development identified as areas needing improvement. This research addressed three central questions concerning academic achievement differences, perceptions of board behaviors, and disparities between high and low-achieving districts, offering insights for educational policymakers and stakeholders striving to enhance school board effectiveness and student outcomes in diverse Pennsylvania environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]