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Education and Urban Society
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Assessing School Council Contribution to the Enabling Conditions for Instructional Capacity Building

An Urban District in Kentucky

Wade Kenneth Talley

University of Louisville

John L. Keedy

University of Louisville

This study identified the enabling conditions related to building instructional capacity created by the councils in three high-performance schools in an urban district. The authors collected the data through observation, interview, and document mining. School-level data were sorted inductively into themes through constant comparative analysis. These school-level data then were analyzed cross-case. Four enabling conditions generalized across the three councils:(a) principal facilitation of decision making through sharing power with council members,(b) schoolwide networking facilitating "bottom-up" problem solving with staff and parents,(c) a focus on student achievement through use of assessment data, and (d) promotion of staff collective accountability for student achievement. The authors extended these findings to those of other studies and discussed why other enabling conditions identified in the literature were not found in this study: financial resources, systematic professional development, program coherence, and "constructive" conflict.

Key Words: decentralization • instructional capacity building • school reform

Education and Urban Society, Vol. 38, No. 4, 419-454 (2006)
DOI: 10.1177/0013124506287981
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J. H. Chrispeels, P. H. Burke, P. Johnson, and A. J. Daly
Aligning Mental Models of District and School Leadership Teams for Reform Coherence
Education and Urban Society, September 1, 2008; 40(6): 730 - 750.
[Abstract] [PDF]