This historiographical case study of the Scottsdale School District in Arizona examined the degree to which school governance was democratic and tested the proposition that policy change at the district level occurs in response to community demands as evidenced by policymakers' Chapter 2 addresses three categories of administrative discipline policies were responsive to citizen demands was traced. The dissatisfaction theory, which holds that citizen discontent leads to episodic change as a system responds to such disgruntlement, provided the theoretical framework. The turning point election period (TPEP) indicators, such as defeated incumbents and voter turnout, reveal citizen dissatisfaction and were recorded for the years 1896 to 1986. Findings demonstrated the validity of the dissatisfaction theory. School governance is a democratic process contingent on voter satisfaction with a nonelitist responsive school board. (JAM) forms (including referral, log, and regulations), plus a questionnaire and a self-evaluative form. (SI)