In the Spirit of Our Nation’s Children: A Study on National Diversity Leadership Standards and Superintendents 181that will help link leadership more forcefully to productive schools and enhanced educational
outcomes (CCSSO, 1996, p. iii). Intensifying the requirements for data-driven improvement
for these changing student populations is illustrated within teacher accountability in NCLB
and the development of leadership standards that emphasize the enhancement of educational
outcomes for all children.
Much research regarding national standards and leadership focuses primarily on the
principal, not the superintendent (Pitre & Smith, 2004). In the present study, the researcher
undertook the investigation of school superintendents who were members of the AASA across
the United States to determine the extent to which they prioritize intensified and rigorous
national leadership standards, especially for children living in poverty, English Language
Learners, and racial minority groups (Black, Latino/a, Asian, Native-American, biracial, and
multiracial). The inquiry centered on a quantitative analysis of the national leadership
standards (AASA, NCATE/Diversity Standard, and ISLLC). These data were analyzed for
weighted mean, as well as comparing weighted means among superintendents according to
personal heritage characteristics/personal background information. A central hypothesis for
the study proffers that superintendents rank order the national leadership standards according
to personal demographic characteristics (gender, race, class, language, age, school district
type, religion, and geographic location).
LITERATURE REVIEW
Superintendents are in leadership positions that have the promise and potential to promote
democratic ideals. Modeling school practice, creating policy, designing strategic plans,
promoting professional development, and establishing community relations are significant to
striving for deep democratic practices (Wilmore, 2002). To achieve a deep democracy within
their school communities, they must learn how to respond intelligently to relatively
unpredictable changes in a political climate; commit to using resources wisely; and
understand the relationship between social environments and education policies in order to
conceptualize broad directions that benefit the betterment of the school community (Fowler,
2000).
The evolution of national leadership standards redefines the role of superintendents
through professional effectiveness, demanding and forging new and brave journeys (Harris &
Kendall, 1990). In 1994, ten national educational leadership associations that make up the
National Policy Board for Educational Administration (NPBEA) and 24 state departments of
education worked collaboratively for the enhancement of educational outcomes through the
creation of knowledge bases, performance standards, and professional dispositions for school
leaders. The result was a publication by the CCSSO (1996) entitled, Interstate School Leaders
Licensure Consortium (ISLLC) Standards for School Leaders. The ISLLC standards represent
best practice for K-12 school leaders at both the state and national levels, defining the
responsibilities of effective school leadership for 21st century schools (Murphy, 2002, 2005;
Shipman, Topps, & Murphy, 1998). Standard four requests that “an educational leader
collaborate with families and community members, responding to diverse community
interests and needs, and mobilizing community resources”; and standard six emphasizes that
“an educational leader understand, respond, and influence larger political, social, economic,
legal, and cultural contexts” (CCSSO, 1996).
In addition to the NPBEA’s initiative, the AASA (1993) also created leadership standards
that address the significance of meeting the needs of diverse student populations. Standard
one emphasizes the need for superintendents to “demonstrate executive leadership that