Linking the distribution of board-executive governance responsibilities to charter school performance

Abstract

Purpose -This study aims to use the original data collected from school board members representing nonprofit charter schools in the state of Minnesota to examine the relationship between the distribution of board-executive governance responsibilities and the performance of organizations operating as part of a New Public Management style macro-governance reform.Design/methodology/approach -A combination of survey data collected from Minnesota charter school board members and hard performance data were utilized in two OLS regression models to predict the link between organizational governance and school performance.Findings -The authors find that boards can improve hard measures of organizational performance by shifting responsibility of day-to-day operations closer to the executive, and public advocacy duties closer to the board. The results build on the existing literatures on school board governance and board-executive relations. Overall, the findings suggest the existence of an ideal balance between board-executive governance responsibilities in key functional areas on charter school boards.Originality/value -Though a healthy literature exists regarding the value of charter schools, very few studies have actually explored the way in which these organizations are governed. This study is the first to link charter board governance responsibilities to performance.

Examining the relationship between board member selection criteria and board boundary spanning into internal, upward, and outward accountability environments

“…Findings suggest many of these attributes influence board activity in the inward, upward, and outward accountability environments. Effective micro‐governance of a charter school board certainly influences its organizational outcomes, but may also create norms that can affect larger macro‐governance issues pertaining to charter school effectiveness (Ford & Ihrke, 2018). Nonprofit charter schools are part of the public service delivery chain, and are therefore subject to heightened levels of accountability.…”

“…Nonprofit charter schools are part of the public service delivery chain, and are therefore subject to heightened levels of accountability. It is evident from the nonprofit literature that effective governance is essential to organizational performance and, possibly, student success (Ford & Ihrke, 2018). Hence, we explored how board members are selected and the relationship between those criteria and the board boundary spanning activities in three accountability environments.…”

“…From academic years 2000–2001 to 2016–2017, charter schools grew from two percent to seven percent of all public schools in the United States, and in number from 2000 to approximately 7000 charter schools collectively serving over three million students (McFarland et al, 2019) This proliferation prompted heated debates and numerous studies assessing the merit of diverting public dollars from traditional public schools to these private nonprofit entities (Ladd & Singleton, 2020). Some observe that the shift to providing more public services through charter schools is accelerating the hollowing out of the state, wherein more traditional public services are now being provided by nongovernmental actors (Ford & Ihrke, 2018). Ford and Ihrke (2018) contend that it is critical to consider the quality of the organizations performing this public work on behalf of government.…”

“…Some observe that the shift to providing more public services through charter schools is accelerating the hollowing out of the state, wherein more traditional public services are now being provided by nongovernmental actors (Ford & Ihrke, 2018). Ford and Ihrke (2018) contend that it is critical to consider the quality of the organizations performing this public work on behalf of government. One of the most pertinent characteristics to consider when assessing quality is the micro‐governance of individual organizations.…”

“…Although the connection between board governance and organizational performance is well‐understood in various nonprofit industries, relatively little is known about how charter school boards are governed (Ford & Ihrke, 2018, 2019; Ostrower & Stone, 2015). Most charter school research focuses on student performance (Bifulco & Ladd, 2006; Buddin & Zimmer, 2005; Sass, 2006) and overlooks the role boards can and do play in creating well‐functioning and high performing schools.…”