University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1999 An examination of the Massachusetts superintendency : emerging roles and issues of concern. Lori J. Pinkham University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Pinkham, Lori J., "An examination of the Massachusetts superintendency : emerging roles and issues of concern." (1999). Doctoral Dissertations 1896 - February 2014. 5556. https://scholarworks.umass.edu/dissertations_1/5556 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. 3ie0t.b OS^fi 1337 3 FIVE COLLEGE depository AN EXAMINATION OF THE MASSACHUSETTS SUPERINTENDENCY: EMERGING ROLES AND ISSUES OF CONCERN A Dissertation Presented by LORI J. PINKHAM Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1999 School of Education © Copyright 1999 by Lori J. Pinkham All Rights Reserved AN EXAMINATION OF THE MASSACHUSETTS SUPERINTENDENCY: EMERGING ROLES AND ISSUES OF CONCERN A Dissertation Presented by LORI J. PINKHAM Approved as to style and content by: DEDICATION To my sister, Shirlie C. Pinkham, diplomat and economist, who ended her doctoral studies on Chile due to Pinochet’s military takeover, and to the thousands of students, teachers, and administrators who were targeted as enemies of the state during this dark period. May the American people continue to respect and support our institution of public education. May American students and educators demonstrate the benefits of public education, a system steeped in the traditions and protections afforded by democracy. ACKNOWLEDGMENTS In grateful appreciation to Dr. Patricia Anthony, my dissertation chairperson, and to my committee members. Dean Richard Clark and Professor Emeritus Lewis C. Mainzer, who gave of their time and expertise. Thank you to the University of Massachusetts/Amherst professors of the School of Education who contributed so much to the EPRA Program, particularly in the early years of the doctoral collaborative. To Deans John Carey, Bailey Jackson, and Charlena Seymour and to Registrar Robert Swasey for their understanding of the unique needs of the adult student. To Linda Guthrie and Betty Swasey for assisting me with deadlines and university requirements. To retired Superintendent Richard K. Chrystal who inspired and encouraged me to pursue my Ed.D. program and career in educational administration. To Assistant Superintendent Richard Silva for his monitoring of my progress. To the Massachusetts superintendents who participated in my survey questionnaire and interviews. To my parents, Richard and Joan Pinkham, and to my brothers, sisters, and their spouses - Shirlie Pinkham, Paul and Evey Pinkham, Peter and Sherry Pinkham, Charles and Wendy Pinkham, and Eve and John Mills. To my nieces and nephews - Katie, Colin, Zack, Alex, Niki, Brendon, Jessica, Chip, and Chris, my grandparents, aunts, uncles, and cousins for their great network of support, love, and encouragement. A special thanks to my sister Eve who has been such an inspiration to me in completing her D.V.M. v To my friends John Ford, Cathy Webb, Marilyn Berman, Durga Lagemann, Lela and George Allen and study group, Maureen Metta, Pat Comiskey, Carol Leonard, Hallyann Gifford, Suzanne Blanchard, Alice Lague, Helen Wesley, Lou Petruzzeli, Mike Purdy and Ellen Sugita, Richard Arena, Cathy Perkins, Carolan Whittle, Carol Lamb, Marie Duerdan, Anne Humphrey, Elayne Kalaminsky, Fred Brown, Jane Russell, Ken Boivin, Jan Kelley, Sue and Russ Burgess, Lise and Dave Hitchings, Molly O’Brien, Will Stark, Chris Ritter, Lou DeLuca and study group, Mark and Linda Hall, Kathie and Amie Gildenhom, Robin Doucette, Lisa Clisbee, Donna Marble, Nancy and John Risitano, Allyn and Eileen Gardner, and Adelaide and Tom DeCosta for their understanding, balanced perspective, suggestions, and support. To typists and proofreaders Sue Burgess and her family and Robin Doucette for their attentiveness and care in preparing the manuscripts, to Marie Guidetti for her advice on word processing, and to Peg Lorraine for her formatting of the revised dissertation. To my students and colleagues from the Quincy, Stoughton, and Plymouth public schools. To past, present, and future school superintendents. "The leader of a people is its servant." - Mohammed "Strive on with diligence." - Buddha vi ABSTRACT AN EXAMINATION OF THE MASSACHUSETTS SUPERINTENDENCY: EMERGING ROLES AND ISSUES OF CONCERN FEBRUARY 1999 LORI J. PINKHAM, B.L.S., BOSTON UNIVERSITY M.Ed., BOSTON UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Patricia Anthony For the past several decades the role of the superintendent has been that of educational manager. With the advent of educational reform the superintendent’s role has changed. Since the 1956 Gross study of the Massachusetts superintendency, it has been unclear how and in what directions the superintendent’s role has evolved. This study was designed to clarity the process and substances of this evolution. The primary purposes of this study were to examine the emerging roles and issues of concern for the Massachusetts superintendent. Personal and professional profile data on the superintendency in Massachusetts were reported. This information was generated through the analysis of a survey questionnaire instrument administered to superintendents in Massachusetts and the conducting of in-depth interviews with eight superintendents from separate communities in Massachusetts, followed by interviews of two minority superintendents. These data about the Massachusetts superintendency were then compared and contrasted to state data obtained in the 1956 study. The author examined data obtained from the 1992 Glass national study of the superintendency. Vll The study took place in Massachusetts during 1996. Those serving as "full" school superintendents in Massachusetts, a population of 275 full-time superintendents, participated in the descriptive study which consisted of a 45-item questionnaire. Additionally, eight superintendents in Massachusetts participated in the in-depth interview study, as well as two minority superintendents. General categories of questions from the survey were reflected in the in-depth interviews. The following primary conclusions were drawn. The role of the Massachusetts superintendent is changing to meet current societal impacts on public education. Massachusetts superintendent profiles vary in their personal, professional, educational, and experiential factors. Massachusetts superintendents display an identifiable profile in relation to role expectations and current issues of concern. Massachusetts superintendents reflect an identifiable profile concerning superintendents’ perceptions on the impact of education reform. Comparisons can be made between Massachusetts superintendents and superintendents nationally on the issues of minorities, women, and preparations for the office of the superintendent. Vlll TABLE OF CONTENTS Page ACKNOWLEDGMENTS . v ABSTRACT . vii LIST OF TABLES . xvi CHAPTER 1. INTRODUCTION . 1 Background of the Problem . 1 Statement of the Problem . 2 Purpose of the Study . 3 Significance of the Study . 4 Definition of Terms. 5 Delimitations of the Study . 6 Outline of the Study . 7 2. A HISTORICAL REVIEW OF THE SUPERINTENDENT’S ROLE FROM 1910 UP TO THE PRESENT. 8 Introduction. 8 Superintendent’s Role to 1910: Instructional and Managerial . 9 Election Versus Appointment of Early Superintendent . 11 Superintendent’s Role, 1910-1945: Public Relations . 14 Changes Impacting the Superintendency from the 1900s to the 1940s . 15 Improvements in Training, Superintendent’s Role, 1945-1970 . 17 Reforms in Superintendency . 17 Superintendent’s Role, 1945-1970: Human Relations . 22 Superintendent’s Role, 1970s-1980s: Urban Concerns . 22 The Superintendency During the 1980s . 23 The Superintendency During the 1990s . 27 The Woman Superintendent: A Chronology . 31 Summary . 33 Current Societal Impacts on the Role of the Superintendent . 38 Demographic Factors . 39 Sociological Factors . 41 ix I* Scrutiny of Public Education . 44 Summary . 46 Impacts Specific to Massachusetts that Affect the Superintendent’s Role . 46 Massachusetts, General Information. 47 Summary . 50 Special Student Populations in Massachusetts . 51 Impacts Specific to Massachusetts That Affect the Superintendent’s Role . 57 Special Education in Massachusetts . 57 Changes in National Special Education Law Impacting Massachusetts . 58 Study of the Costs of Massachusetts Special Education. 59 Social and Economic Factors Affecting Special Education in Massachusetts . 60 Recommendations for Changes in Massachusetts Special Education . 62 Summary . 64 Eight National Education Goals . 65 Summary . 68 3. RESEARCH STUDIES ON THE ROLE OF THE SUPERINTENDENT 71 Studies of the American School Superintendency . 71 First Yearbook, Status of the Superintendent . 71 1960 Study of the American School Superintendency . 73 1971 Study of the American School Superintendency . 75 1982 Study of the American School Superintendency . 76 1992 Study of the American School Superintendency . 78 Gender,