From Education Week:

The Future of School Boards

—Susan Sanford

By Gene I. Maeroff

Local control of schools implies to many Americans the existence of a small group from the community to oversee elementary and secondary education in order to safeguard and promote the well-being of students. This vision of the school board is synonymous with democracy in the minds of people. Yet, the arrangement does not always optimize learning outcomes and put youngsters on track for fulfilling and productive lives, stirring up questions about whether there are more effective ways to govern schools.

In part, the issue revolves around who sits on school boards and how they attain those positions. There are few tests for service other than the usual requirements that one reside in the district and be a citizen. Members may have doctoral degrees or may not even have completed high school. They may possess detailed knowledge of education or know little more than what they gleaned during their own school days. More than 90 percent  gain their positions through school board elections, and fewer than 10 percent are appointed.

The problem—whether elected or appointed—is how to get the most qualified individuals on these boards, where members (usually unpaid) may encounter contention, hard work, and few psychic rewards. Educational quality may be at stake when school board candidates care about only a single issue or have no motivation but to restrain spending. In years past, school boards frequently attracted leading citizens who accepted positions with a sense of noblesse oblige, viewing their service as part of what they owed others. There was more than a hint of elitism to their board membership, and white males...