New Leaders for Urban Schools: The Rise of Non-Traditional School Leaders 309
During his military career, Carswell was responsible for the educational programs of military
personnel and their families, and worked with colleges and universities to provide bachelor
and associate degree programs to more than 300,000 soldiers.
Superintendent Carswell has only been in the position since October 2006, nevertheless,
student test scores improved in both reading and math on state-mandated tests at the
elementary, middle, and high school levels. Unfortunately, it isn’t all good news. During
Carswell’s superintendency, high school graduation rates, which were already low, have
fallen by 2.8 % (currently 62.8% down from 65.6%). Data seem to indicate that
Superintendent Carswell may be on the correct path, but it is too early in his tenure to tell.
The Bartles School District
The Bartles School District has an operating budget of over $1 billion and serves over
50,000 students in 144 schools. Over the past three years, student enrollment has declined by
approximately 22%. This majority-minority system is comprised of a student population that
is approximately 82% African-American, 11% Hispanic, 5% Caucasian, 1% Asian/Pacific
Islander, with the remaining 1% identified as multi-racial, American Indian, or “other.”
Roughly, 62% of these students are from low-income families, and 20% are categorized ELL.
Superintendent Grady was appointed by the Mayor of Bartles in June 2007. Grady had
previous experience in the education sector. He founded and ran a new teacher project and
had been a teacher for three years. While Grady is not a complete education outsider, he is
still considered a non-traditional superintendent because his Master’s degree is in public
policy, not education leadership. This is Grady’s first year on the job, so it is too early to tell
what ipmact he may have on the system.
COMMONALITIES IN BACKGROUND, TRAINING, AND EXPERIENCE
The interviews with these non-traditional superintendents revealed several common
themes or patterns in their backgrounds. All seven were graduates of highly selective
universities or military colleges. Superintendents Allison, Bertram, Dallas, Franks, and Grady
attended some of the most elite universities in the United States, and Superintendents
Carswell and Emmy attended two of the nation’s most prestigious military colleges for
leadership training. Superintendents Bertram, Dallas, and Franks earned law degrees from
prestigious universities while Superintendent Grady earned a degree from one of the same
institutions.
All of the superintendents exhibit ties to political networks, either at the local, state, or
federal level. Two served as legal counsel to a United States President and another served as a
state legislator, chairing the state’s education committee. Grady has political links to the U.S.
Department of Education, having served in advisory roles over teacher quality issues while
running the new teacher project. Both Carswell and Emmy have vast political experience
dealing with the top tier of U.S. military and Department of Defense officials.