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Advances in Social Sciences Research Journal – Vol. 9, No. 9
Publication Date: September 25, 2022
DOI:10.14738/assrj.99.13110. Hilliard, A. T., Foose, R. A., Kargbo, H., & Jackson, C. H. T. (2022). Dwindling Resources: Superintendents' Leadership, School Board
Decision-Making, Students’ Well-being, and Academic Outcomes Remain a Challenge. Advances in Social Sciences Research Journal,
9(9). 513-518.
Services for Science and Education – United Kingdom
Dwindling Resources: Superintendents' Leadership, School Board
Decision-Making, Students’ Well-being, and Academic Outcomes
Remain a Challenge
Ann Toler Hilliard
Bowie State University, USA
Renee A. Foose
Bowie State University, USA
Harriett Kargbo
Coppin State University, USA
Charles H. Talbert Jackson
Educational Consultants Institute, USA
ABSTRACT
Superintendents have many challenges in performing the job in most school
districts. A high percentage of superintendents see the most challenging tasks are
to improve the performance of diverse underprepared students, how to help
students who come to school from high poverty areas who need so much help and
recruiting and maintaining quality teachers to work in schools. Other challenges for
superintendents are strengthening academic rigor, budget shortfalls, recruiting
and retaining principals/teachers, and rising demands for assessment from the
state and federal levels. Superintendents are concerned about students being safe
in schools, being successful in careers and education in post-secondary settings in a
rapidly changing economy and a highly technologically driven society (Noonoo,
2018).
Keywords: Superintendent, Board Members, Funding Sources, Student Well-being
INTRODUCTION
Today, more school districts are impacted by limited funding resources across the United
States. Therefore, school district superintendents and school boards must seek greater support
from stakeholders and partners in education to help with the needs of schools
resourcefully (Glass & Franceschini, 2007). The well-being of students has been and must
continue to be a priority for school leaders and policymakers. Therefore, superintendents and
board members must work collaboratively to ensure the safety of students and others in the
school environment. This means answering questions based on their value system and what
they believe regarding the growth of students. Especially with thoughts, what is the belief of
the superintendent and board during a crisis? Another question is, how effective do boards and
superintendents’ dysfunction during a crisis such as COVID-19 and shooting in schools? What
is the policy issue and is there a plan with needed resources in place for a crisis situation and
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 9, September-2022
Services for Science and Education – United Kingdom
how would effective communication be deployed with all levels with consistency by school
leaders including safety officers (Urist, 2014)?
PROBLEM STATEMENT
According to Daarel Burnette, II (2020), nearly half the school districts in the United States may
be forced to make the deepest cuts ever in the fiscal budget, because of COVID-19. These
funding cuts will affect hundred and thousands of staff members such as teachers,
administrators, and other staff. Many minority schools will be affected by these budget cuts,
and this will be a big problem across the nation. Because of COVID-19, the entire United States
is suffering from an economic standstill. The results of this recession have shown a light on the
issue of division between rich and poor school districts. Most school districts in recent surveys
believe that there will be a drop in fiscal resources in the coming year according to school
district administrators (Burnette, II, 2020).
There continues to be inequitable funding and the retention of highly qualified teachers for
schools, especially in low-income schools. Therefore, the superintendent and the school board
must work together strategically to secure adequate funding and make use of all resources in
an equitable manner to affect student achievement in schools within the district (Hill, 2006).
Inadequate funding is the biggest problem facing the United State education system according
to the latest. Inadequate funding may suggest that when there are fewer teachers in schools,
frequently turnover of school leaders, and the oversized classroom with large numbers of
students per teacher. The inadequate funding and resources could suggest lower student
achievement and outcomes for schools (Gallup Phi Delta Kappa poll PDK, 2012).
PERSPECTIVE AND FRAMEWORK
Most public schools according to (Knoeppel, Matthew, & Sala, (2013), receive most of their
funding from the property owner. However, a new framework for school finance reform is
communicated to provide equitable funding for the school district. The goal for funding evolves
with the demand of a changing world in educational resources needed for schools. Therefore,
schools must keep up with these ongoing changes needed for students beginning their
education in school to be successful in graduating from our public schools in preparation for
careers, college, civic engagement, and the workforce economy. The strength of the economy
is tied to a well-educated workforce. Overall, a good education is the best predictor of future
income for an individual or family. Schools need the resources to be able to provide students
with a quality education. Currently, too many school districts are underfunded and have not
been successful in finding ways to put together a quality approach to school funding and
students' education suffers especially the most vulnerable students (Chen, 2018).
Superintendents and board members must have jointly more professional development
activities to be highly skilled in budgetary matters and spending for the school
system. Optimizing all spending is crucial when funds a dwindling for the school district. Seek
to hire highly qualified teachers with multiple certifications, offer professional development for
all new personnel, can ensure that students are supported with wraparound services, evaluate
the curriculum, and make it relevant to what is expected in the marketplace now and in the
future projections. It is important to assure the safety and cleanliness of school facilities to fight
viruses such as COVID-19 and provide extracurricular offerings, technology infrastructure,
food, and field trips for students virtually (Burnette, II, 2020).
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Hilliard, A. T., Foose, R. A., Kargbo, H., & Jackson, C. H. T. (2022). Dwindling Resources: Superintendents' Leadership, School Board Decision-Making,
Students’ Well-being, and Academic Outcomes Remain a Challenge. Advances in Social Sciences Research Journal, 9(9). 513-518.
URL: http://dx.doi.org/10.14738/assrj.99.13110
Superintendents and board members should collaboratively work with internal and external
stakeholders to ask these questions: 1) Is the school district allocating resources equitably
across schools, based on the needs of students? 2). Is the chart of accounts giving a true picture
of what schools need; do leadership programs include financial management, and if not, what
should be done to make improvements in the area? 3). Do school leaders have easy access to
their financial transactions and account status? 4). Is the budget aligned to address ongoing
academic problems in schools? What percentage of your budget was spent on strategies to
address the goals and priorities of the district? 5). How much unspent grant money did the
district return last year? 6). How much money was spent on software, curriculum, professional
development, or other materials that were well researched or proven positive outcomes?
7). How do superintendents and board members show the equitable distribution of resources?
8) How can the equitable distribution of resources be assessed with transparency, and how
much are district programs considering a worthwhile investment? If students are to receive
equitable resources in schools for their total well-being which includes quality of life,
relationships with family, teachers, and the community it is necessary for the superintendent
and board members to work together for the well-being of students (Else, 1993).
LITERATURE REVIEW
Historically, the superintendent and board members have had to look at policies jointly, but the
superintendent had the responsibility to execute policies set by the board. There are several
decision-making processes. Some decisions made by the superintendent and board include how
to increase student achievement, decrease the dropout rate of students, create the vision for
the school system, build a consensus for improving schools, promote site-based management,
open and operate their own Charter school, view their relationship and success based on the
achievement of students. Other tasks for the superintendent are personnel moving being
shared, evaluating, and assessing personnel and programs, replacement of principals, involving
the community in decision-making on certain issues, working with media on ethical matters,
keeping regulations to a minimum, participating in national conferences, and confronting
controversial issues about school matters (Kowalski, 2003).
It is so important that the superintendent and board members work together today to ensure
that their school district can continue to offer the needed resources for students and teachers
in their schools. Because of COVID-19, many school districts are making deep cuts to
educational spending by slashing programs and laying off hundreds and thousands of workers
including administrators, teachers, and other staff to get control of the limited financial
resources available within the school district (Burnette II, 2020). By building and maintaining
relations with potential funders and foundations for the school district, there could be many
more opportunities for school districts to have additional supporters to contribute to school
resources. The future of funding for k-12 could be more resourceful and equitable for schools
from funders as shared in this study (Martin & Shuls, 2018). Some potential grant funders could
be Bill & Melinda Gates Foundation, Carnegie Corporation New York, The Joyce Foundation,
NoVo Foundation, Chan Zuckerberg Initiative, The Charles Stewart Mott Foundation, Jack Kent
Cooke, Oak Foundation, Spencer Foundation, The Wallace Foundation, and The Walton Family
Foundation. When funds are available, it is essential that the superintendent, board, and school
building leaders ensure at all levels that funds are spent wisely, optimally, and in compliance
with the needs of students. Schools must be more accountable based on how funds are spent
because across the United States funding resources for schools are dwindling and the