In the Spirit of Our Nation’s Children: A Study on National Diversity Leadership Standards and Superintendents 185Bases. The diversity elements were ranked according to the superintendent’s perceptions of
importance from most important to least important. The survey was comprised of elements
from each of the national accrediting or academic bodies focusing on school leadership,
specifically the superintendency (ISLLC, NCATE, AASA standards, and Smith’s (1998) 13
Knowledge Bases).
Design and Procedures
The researcher used an electronic anonymous cross-sectional survey design to elicit
responses from superintendents to compare the superintendents in public school districts
experiencing demographic changes in minority, children living in poverty, and English learner
populations. The researcher sent a hyperlink of the electronic web-based survey via email to
the AASA. All electronic anonymous surveys were emailed to the identified participants
through AASA’s email database. Participants completed the electronic consent form on the
web-based survey site. Participants completed an 8-item instrument identifying the most/least
important diversity elements within national leadership standards (AASA, NCATE, and
ISLLC).
FINDINGS
Superintendents estimated the percentage of racial minority children, children living in
poverty, and English Language Learners (ELLs) within their school districts in five-year
increments from 1995-2015. Respondents predicted changes in the percentage of minority
students attending public schools from 1995 through 2015. The predicted percentages indicate
a 15% increase in minority student populations. The number of children living in poverty was
predicted to increase by 10% from 1995 to 2015, with an estimated school district averaging
43% of students living in poverty. Superintendents predicted a 15% increase in the number of
children who were identified as ELLs from 1995-2015. Respondents estimated statistically
significant increases in the percentage of minority children, children living in poverty, and
ELLs within their school districts in five-year increments from 1995-2015.
In this section, superintendents were asked to consider the most/least important diversity
elements within the national leadership standards for action/decision-making. The diversity
elements within the AASA, ISLLC, and NCATE national leadership standards are presented
in Table 2. The survey contained eight items for the participants to rank order elements of
diversity standards from most to least important (1-most important to 8-least important).
Respondents ranked the commitment to hire, supervise, and retain competent personnel
who are dedicated to promoting the success of all children as the most important elements
within diversity standards. Respondents ranked the ability to consistently display the demand
and need for every school district employee to provide all children with hope and the
experiences of success as the second most important diversity standard. Respondents
identified the third most important diversity standard as high visibility and availability to build
and maintain strong ties between families, businesses, community members, and others who
seek to promote the success of all children.