INTRODUCTION Pressure to produce better and more efficient schools has been felt by education policymakers across all levels. By statute, providing a system of public education rests with state legislatures, and lawmakers have become more assertive in directing policy to improve schools. McDonnell (2001) confirms the increasing role governors and legislators have taken in directing state education policy over the past several years. She asserts the role of education specialists including chief state school officers has declined. The extent of legislative involvement in education policymaking is confirmed by Fowler (2009) who writes, “State government has become increasingly important in the last 25 years and will probably continue to do so” (p. xii).