Abstract
Mounting concern over the aims and achievements of American public schools emphasizes the need for continuing analysis of how the schools are run and who runs them. The general theory is simple enough: schools are objects of local control, the people of a local school district exercise that control through an elected school board, and the board appoints a superintendent to act as the chief executive of the district. There are variations from this pattern—in some places school boards are appointed rather than elected, in others the school system is formally a part of the city government, and in a few districts other officials, such as a business manager or building superintendent, share the top executive authority—but it is by far the most common arrangement among the nation's approximately 50,000 school districts.
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