Survey and interview data were collected through a two-staged, mixed-method
research design to examine the effects on schools and classrooms of school
councils formed in response to a large bundle of government reform initiat
ives in Ontario. Results suggested that, at best, councils had a weak posit
ive influence on both classroom practice and schoolwide decisions. Councils
that were relatively influential had, among other features, highly compete
nt parent chairs, facilitative principals who wanted the councils to be use
ful to their schools, and a history of productive working relationships bet
ween teachers and parents.