Introduction

Abstract

In 1992 I thought, “there must be a better way to manage schools.” Four years earlier, I had been appointed chief executive officer of a preschool through 12th grade school district, in a rural community in the upper midwest. The district’s financial condition was poor, buildings were in need of repair, test scores were below the state average, and plans to meet state-mandated requirements were behind by 3 years. My charge was to bring the school finances under control, upgrade the buildings, raise test scores, and improve the school climate. I knew that this would be a long and difficult process, and would require the involvement of many people—teachers, support staff, parents, and community members—in making important decisions. Over the course of 4 years, I used information from school research that suggested intense involvement of people in the decisionmaking process. By 1992, the district seemed a different place. The buildings were clean and well-maintained, teachers had more instructional supplies, test scores had risen each year, and the cost per student had increased by less than half the state’s average.