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This study examined the causal relationships between eight factors determining the perceived importance of school board functions and effective schools. Measures were obtained from 84 school districts in a mid-western state. Two instruments were used, a self report survey for school board members, and a school effectiveness rating determined by regional educational specialists. The school board data were factor analyzed, and eight constructs emerged. A regression model adjusting school effectiveness ratings for two demographic characteristics was used to obtain the dependent variable for the path model. Path analysis findings did not verify that there was a causal relationship between perceived school board functions and effective school districts. In recent years attention in education has been focused on how to improve our methods of instruction. New technology and progressive methods have been implemented by administrative and instructional leaders. Educators have been encouraged to experiment with a variety of teaching and learning styles in an effort to facilitate the acquisition of skills and thought processes. Along with the surge in awareness of improving instruction, equally there has been a push for accountability. Traditional methods of measuring student performance have provided incongruous results to which schools are "doing the job" and why. Because many studies are conducted at the elementary level, it is often

Development of a causal model of perceptions of boards of education which will predict effectiveness in their schools