School Advisory Councils in America: Frustration and Failure

Enacting Site-Based Management: A Political Utilities Analysis

“…The renamed councils were perceived to be politically useful because they provided containers into which contentious issues (e.g., middle school transitions, teacher transfers) could be channeled and permitted district leaders to parcel out complex problems, involve more teachers more directly in decision making, and engender greater acceptance of difficult decisions. This pattern is consistent with observations that site councils have been used as mechanisms for dispersing contentious issues and distancing the central system from the ramifications of divisive decisions (Malen & Ogawa, 1988;McLeese, 1992) and for shifting conflict confronting the district into the "orbit of the school" where its scope and intensity can be controlled more readily (Jennings, 1980). It is also consistent with observations that previous attempts to decentralize decision making in schools have been adopted as a response to the searing issues and divisive disruptions that can polarize and paralyze the broader system (Boyd & O'Shea, 1975;McLeese, 1992).…”

9. The micropolitics of education: mapping the multiple dimensions of power relations in school polities

“…These sources of stress are typically managed through cordial, ceremonial exchanges that reflect and reinforce a traditional pattern of power wherein professionals, notably Downloaded by ["Queen's University Libraries, Kingston"] at 01:00 03 February 2015 principals, control school policy, teachers control instruction, and parents provide support (e.g., Davies et al, 1977, Jennings 1980, Malen et al 1990). There are exceptions to this pattern, but it encapsulates the prominent themes in studies of (a) program-specific (e.g., Chapter I, Title I, special education) advisory committees where the final authority to make decisions is granted to the principal (e.g., Davies 1980, Fisher 1979, Shields and McLaughlin 1986 and (b) site-based decision-making bodies that broaden the jurisdiction of councils and suggest rhetorically, if not structurally, that parents are 'on parity' with professionals (e.g., Berman, Weiler Associates 1984, Bryk et al 1993, Malen and Ogawa 1988.…”

“…The parentpopulated councils studied rarely address critical issues of budget, personnel and program (e.g., Davies 1980, Fisher 1979, Jennings 1980. Parents typically depict agendas as 'trivial' and identify issues they would prefer to discuss but are not able to raise (e.g., Davies 1987, Malen and Ogawa 1988, Mann 1974.…”

Collaboration and the need fortrust

“…Early reports on the efficacy of parent advisory councils found disappointing results. Jennings (1979) noted that, after nearly two decades of attempts to involve parents in school decision making through school councils, there was little beyond frustration and failure to show for these efforts. Jennings placed blame not only on school administrators' unwillingness to give up power but on teachers' resistance to giving over newly won protections in job security.…”