Abstract
ABSTRACTUsing data drawn from a 2009 nationwide survey of school board members, this study asks three questions: What are the policy priorities of school board members? How do members’ identities predict priorities? Lastly, is this relationship moderated by district context? Our results demonstrate that a variety of characteristics predict perceptions of issue urgency and cogent policy solutions for addressing student achievement. We also find evidence that the translation of Black identity to perceptions is moderated by district context. Our results indicate that attention to board members’ identities may be critical for developing effectively functioning boards and understanding local education policy.
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