Who Makes Decisions in School
Adam Fletcher, with contributions from Robert Miller, Scott Le Duc,
and David Lantz
Who makes decisions in
schools is not always a clear, concise path. In order to affect
school improvement, students need to
understand how those decision-making pathways work.
The following positions
represent as the typical "flow" of decision-making affecting
students in public schools. This is not a linear continuum; instead,
different people may exert different kinds of influence in every
decision. Each person is not guaranteed a place "at the table" (most
here often are excluded); instead, this is a summary of everyone who
might be involved.
Student: Individual students have the ultimate
decision-making authority over their own education - because they
can choose whether or not they are going to actively participate and
learn in schools.
Younger and older students actively
and passively influence other students' decision-making, for better
Student Leaders: Many schools have active programs that
draw out "natural" student leaders by identifying certain skills or
abilities students have. These students have a range of abilities,
mostly focusing on activities that affect students only. However, a
growing number of student leaders have an increasing amount of
ability to affect whole
school reform. There are also "unacknowledged" student leaders
whose influence over their peers' decision-making has not been
acknowledged in school.
Parents: Guiding children is one of the most
important jobs of parents; this is especially true in schools.
Parents can also passively or actively decision-making.
School support staff/paraprofessionals/adult volunteers:
Secretaries, adult tutors, coaches,
librarians, classroom assistants, and parent representatives may
influence student decision-making. Paraprofessionals are people who
are hired to work in schools to help students and teachers be
Everyday students are subjected to a
range of decisions made by teachers about grading, curriculum,
behavior management, and relationships with students. Teachers are
also responsible for executing others' decisions.
Among the faculty at a school are
teachers whose experience, knowledge, or influence gives them
ability, authority, or position to make decisions for other
teachers. These teachers may lead grade-level or curriculum areas,
participate on special committees, or influence decision-making in
Students often go to counselors to ask
questions, seek advice, and talk to when they need a supportive
adult in school. While they often guide student decision-making with
classes or life after high school, counselors may also help students
make decisions about life in general.
In larger schools principals need
assistants to guide behavior management, budgeting, staff
supervision, curriculum, and other areas. They affect students by
doling out punishments and rewards; guiding student activities; and
in other ways.
Principals: The commonly acknowledged "leader" of
a school is responsible for most areas of school operations,
including many of the assistant principal roles listed above. They
also publicly represent the school; mediate conflicts among
students, staff, parents, and community members; and interact with
district, state, and federal authorities.
Officials on the district level
administer programs, funds, rules and regulations given to them by
their superiors. In some states districts are simply counties
(Maryland) or large regions. New York City has more than 10
districts. District offices may also be known as a local education
agency, or LEA.
The "leader" of a given area or group
of schools, superintendents are often the first elected official in
the chain of decision-making affecting students. Sometimes they are
appointed by the district school board or city mayor. They act as
the figurehead and authority of all education-related issues within
their physical area of authority.
District school board:
These elected officials get
recommendations from the public and the superintendent to deliver
their range of decision-making authority. They set the budget and
agenda of schools, assign students to schools, make rules and
policies, set learning standards, and more.
These are in-between organizations
that may offer professional development, administrative guidance, or
funding to districts and local schools. These offices have different
names, including Educational Service Districts (Washington); BOCEs
(New York); or Regional Service Centers (Texas).
These officials are responsible for
administering federal and state programs designed to meet the goals
of schools. Also know as the state education agency, or SEA. In
several states this is the Office of Superintendent of Public
State education leader:
The state education leader may be
elected or appointed; they may also work equally with the state
school board and governor, or independently. They are responsible
for guiding the implementation of the rules, regulations, laws,
budgets, and programs of the state legislature; in some states, the
governor; and the federal government. This person may be called the
Chief Education Officer, or the Superintendent of Public Instruction
State school board:
An elected group of officials that
overseas all schools and ensures the state's adherence to federal
rules and regulations.
Governor - State Legislature - State Supreme Court:
The state-level officials who are
responsible for setting state priorities and funding for education,
as well as ensuring local, state, and federal compliance with
U.S. Department of Education:
The federal agency that is responsible
for administering the budgets, rules, and regulations of the
Secretary of Education and the Congress.
U.S. Secretary of Education:
The individual official responsible
for setting and implementing the President's education agenda.
Elected officials responsible for
setting the President's educational policy recommendations into
motion, in addition to supplementing their states' policy with
U.S. Supreme Court:
These individuals are
appointed to make sure schools comply with the Constitution and Bill of Rights.
The elected official responsible for
setting national educational priorities affecting all public
When students understand who makes
decisions, they begin to understand how, where, when, and why
decisions are made the way they are. This allows them to influence
decision-making, guide decision-makers, and participate as
substantive decision-makers in their own rite. Participating in
decision-making can increase every students' feelings of owernership
in learning and leading schools.
Adam Fletcher has led SoundOut since
2002, working with students and educators in schools, education
agencies, and community organizations to promote student voice. Robert Miller is a high school
freshman in Olympia, Washington. He is an aspiring technology guru,
and a founding member of the SoundOut Student Partners Committee.
Scott Le Duc is a high school teacher in Olympia, Washington. David
Lantz is a district improvement facilitator in Yakima, Washington.