System of Elections, Latino Representation, and School Policy in Central California Schools

Abstract

If representation of a group on a governing board enhances the policy responsiveness of that body to such groups, then under-representation might deprive particular groups of needed programs and benefits. This chapter, therefore, examines the demographics of school boards in Central California, the potential barriers to representation, and differences between Latino and white board members in their perceptions of the issues, needs, and priorities in their districts. We analyze data from the California Department of Education, National Center for Education Statistics, and the National Association of Latino Elected Officials (NALEO), as well as a survey of all superintendents, board members, and a sample of principals in school districts in Central California. We include all unified, elementary, and high school districts that were open in the 2003–2004 academic year (325 districts), concentrating on the years 1995–2004. We find a positive relationship between Latino representation and the proportion of Latino students. However, it is not until Latinos are the overwhelming majority of the district, well over 60% of the students, that we see increased numbers of Latinos on school boards. In addition, the system by which school board members are elected to office is strongly associated with Latino representation, even when we account for the size of the Latino population and party affiliation. Furthermore, the system of electing board members appears to influence local policy. The findings of this study point towards potential changes in policy with changes in Latino representation on school boards.