Abstract
Purpose. The purpose of this study was to determine the effects of legislated educational reform on student achievement in California's public schools over thirty years and to describe the recommendations of former superintendents to districts in California regarding the implementation of reforms currently legislated for public education in the state. Methodology. This study used the qualitative research approach of oral history to answer four research questions utilizing the methodology of historiography. The personal oral histories of forty former California public school superintendents were obtained and analyzed utilizing an interview guide within twenty-one face-to-face interviews and nineteen telephone interviews. Findings. The funding of public education moved from local to centralized control. Term-limits negatively impacted the ability of district lobbyists to form relationships with legislators. Waves of "faddish" reforms have negatively impacted student achievement. The standards and accountability movement holds the most promise for reform in California. Unions increased their financial and political power while increasing limitations on districts' human resource practices. Community confidence in local schools remains high. The effects of legislated educational reform on student achievement in the state have been "minimal, at best." Accountability has increased for all entities within public education, yet inequitably for teachers and administrators. Former superintendents recommended districts to plan for reform and act on the plan. Current superintendents were advised to "go slow" when implementing reform measures. Conclusions. It can be concluded, both from the review of the literature and from the findings of this study, that legislated educational reform mandated for implementation over the past thirty years has had minimal, if any, effect on student achievement in California public schools. Recommendations. Recommendations for further study included a study of workplace skills required in today's markets, which were learned or not learned in California public schools, to determine if workforce preparation is relevant in our public schools and a differences study between several districts that are demographically alike in California who have obtained, for purposes of the study, complete local autonomy to run their own affairs, the results of which should be compared to other districts under the current centralized autonomy of the state.