Standards-based reform and the demand for accountability and higher student achievement over the past decade have created challenges for school boards. Should boards continue their historical low-key, hands-off approach to student learning? Or should they take on a leadership role by capitalizing on their traditional responsibility as local policymakers? This ERIC Digest describes the nature and potential of such policymaking efforts. Based on a review of research, the digest concludes that there is little empirical evidence to show how board policy affects student learning. Much of the literature consists of policy recommendations and opinions. However, the research suggests that boards can be a key part of educational improvement in a number of ways. Boards can support reform by mobilizing public support, providing adequate resources, and hiring qualified superintendents. Board members can establish policy committing themselves to systematic strategic planning based on assessment data. Boards can establish goals that all students will receive instruction from fully certified teachers. Board members can be aware of and begin to act on the provisions of the No Child Left Behind Act. Boards can view coordinating board policy to support student learning as a best practice. (Contains 11 references.) (WFA)