qualitative study of participants' role expectations on school advisory councils

This qualitative study examined the role expectations of participants on School Advisory Councils (SACs). Selected teachers, principals, parents, and community members were interviewed, SAC meetings observed, and SAC documents analyzed in an investigation into the roles of the SAC and SACs' impact on school reform. Data was transcribed, coded, triangulated, and analyzed to understand the views of SAC members. The study resulted in nine major findings: (a) State and local policies are unclear about the actual role of SAC, (b) past histories and current contexts shaped participation in SAC, (c) involvement in SAC was a result of personal motivation, (d) availability of information was an important reason for participation in SAC, (e) SAC participation brought the opportunity to have a voice and vote, (f) reform of curriculum, instruction, and assessment was not addressed by SAC, (g) SAC serves mainly as support, (h) the accomplishments of SAC are elusive, and (i) principals and chairs of SAC have the clearest view of the role of the SAC. The study concludes that SAC makes no significant impact on school reform, that connections between SAC and school reform are difficult to identify and recommends further research, a lessening of emphasis on high-risk, state-mandated assessments; and a change in state law to clarify the role of SAC.