The roles of state boards of education, state education agencies, and chief state school officers are examined. A review of governance models beginning with colonial days and ending with consideration of recent research on the functioning of state boards of education is provided, and it is concluded that state boards have wide discretionary powers, but are constrained by a lack of financial and political influence. This finding contradicts the traditionally held view that educational policymaking is apolitical and autonomous. State boards' limited access to resources significantly impedes the extent to which they influence policy. It is clear that the roles of the state board of education, the chief state school officer, and the state education agency continue to evolve and to be intertwined. What is not clear is whether these entities as now structured are suitable for exerting state educational leadership in the 21st century. Two tables are included. (23 references) (LMI)