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SCHOOL BUSINESS AFFAIRS | ASBO at 100: A Century of School Business Management
sba
S C H O O L B U S I N E S S A F FA I R S
January/February 2010 | Volume 76, Number 1/2
Association of School Business Officials International ®
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SBA_Jan-Feb2010_pages final
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table of contents
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Page 2
| JANUARY/FEBRUARY 2010
ASBO at 100: A Century of School Business Management
4
Acknowledgments
5
A Message from ASBO’s Leaders
7
ASBO at 100: A Century of School Business
Management
66
Ad Index
12
Governance
13
The Changing Membership
15
Affiliate Organizations
16
The Pin Phenomenon
18
The Annual Meeting: Combining Knowledge
and Networking
21
Reaching Out to Others
27
ASBO Presidents
32
ASBO Executive Directors
36
A Century of Growth
41
ASBO Affiliates
46
ASBO Annual Meetings
1959 MIAMI BEACH
10 LOOKING BACK
49
54
School Business Daily
55
ASBO Books
52 ASBO TODAY
55
ASBO Website
52
Professional Development and Recognition
55
52
Professional Development
Recognition Programs: Shining the Light on
School Business
52
The Annual Meeting—Learning During
and After
55
Certificate of Excellence in Financial
Reporting
53
Publications
56
Eagle Awards
53
School Business Affairs
56
Pinnacle Awards
53
Accents
57
Meritorious Budget Awards
57
Bridges to the Future
58
Professionalism: Raising the Bar
58
Professional Standards and Code of Ethics
59
Professional Registration Program
59
Certification Program
60
Committees
1984 ATLANTIC CITY
64 MOVING FORWARD
19
2
64
Research
64
Networking
65
65
Recent Advancements
65
Focus on the Future
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acknowledgments
W
ithout the following publications—ASBO: The
First 50 Years by George W. Grill and Wesley
L. Brown and The ASBO Chronicles by Linford F.
Moyer—written at the 50-year and 75-year anniversaries, respectively—this work could not have been
pieced together. The published proceedings from past
annual meetings, School Business Affairs, and other
ASBO publications also shed light on many historical
issues.
ASBO is grateful for the support of the many
ASBO members who took the time to share their
knowledge about and their history with ASBO and
the profession of school business management. The
dedication of ASBO’s committed members will
continue to shape the future of this organization
and of the profession.
The association has such an abundance of rich
history that an entire book could have been written
for each section of this publication. In the following
pages, we provide a snapshot of the highlights and
the significant dates, people, and events that have
shaped this organization for the past century.
January/February 2010 | Volume 76, Number 1
SCHOOL BUSINESS AFFAIRS
(ISSN 0036-651X) is the professional journal of the Association of
School Business Officials International and is published monthly
by the association. Periodical postage paid at Herndon, Virginia,
and additional mailing offices.
Postmaster: Send address corrections to School Business Affairs,
11401 North Shore Drive, Reston, VA 20190-4200; 703/478-0405.
2010 BOARD OF DIRECTORS
PRESIDENT — Erin K. Green, MBA, RSBA
IMMEDIATE PAST PRESIDENT — Angela D. Peterman, RSBS
VICE PRESIDENT — Charles E. Linderman, RSBA
EXECUTIVE DIRECTOR — John D. Musso, CAE, RSBA
DIRECTORS
Paul M. Bobek, CPA
Brian L. Mee, RSBA
Shirley A. Broz, CPA, RSBA
Ron McCulley, CPPB, RSBO
Randy C. Evans, RSBO
Terrie S. Simmons, RSBA
PUBLICATIONS POLICY
The materials published in each issue represent the ideas, beliefs,
or opinions of those who write them and are not necessarily the
views or policies of the Association of School Business Officials
International. Material that appears in School Business Affairs may
not be reproduced in any manner without written permission.
2010 EDITORIAL ADVISORY COMMITTEE
Stephen B. Lawton, Ph.D.
Richard Hunter, Ed.D.
Ellen Skoviera
Gail M. Zeman
Board Liaison—Charles E. Linderman, RSBA
EDITORIAL STAFF
DIRECTOR — Siobhán McMahon
EDITOR — Patricia George
PUBLICATIONS COORDINATOR — Lauren A. Konopka
DESIGN — Laura Carter
Carter Publishing Studio
www.carterpublishingstudio.com
EDITORIAL OFFICES
11401 North Shore Drive, Reston, VA 20190-4200
Phone: 703/478-0405
Fax: 703/478-0205
Home Page: www.asbointl.org
Email: [email protected]
ADVERTISING INFORMATION
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Phone: 913/ 344-1443 • Fax: 913/ 334-1417
Angie Barnum
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SUBSCRIPTION RATE
Seventy dollars of ASBO members’
annual dues are designated for
School Business Affairs subscription.
© 2010, ASBO International
4
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association leaders’ message
Forging a Bright Future
Dear Fellow School Business Professionals,
I
n our busy days, we jump from one challenge to the next. This education triage
keeps us focused on making it through the
day. But if our eyes are on each footstep,
who is watching where we’ve been and where
we are going?
For 100 years, ASBO International has been
there, recording the triumphs and challenges,
preparing for what is coming next. Supporting
school business officials at each step, ASBO
holds the past, present, and future of school
business management.
As you read through the history of the association, keep in mind that this is your story.
Listen as the voices of a century of school business officials come to life—school business officials just like you. Lean in to hear them as they
lay the foundation for this association and create their future—our present. They paved the
way for us to be here, for us to continue to
make a difference for students in our districts
and our communities.
Separated by 100 years, we are tied to our
predecessors by more than a day job. We hold
the same beliefs about the importance of serving students and honoring fiscal integrity. As a
member of ASBO International, you are connected to a network of colleagues and something even larger: 100 years of experiences.
Each of us adds our unique experience to that
collective knowledge and together we are writing the next chapter.
By chronicling the history of ASBO
International, not only are we honoring those
who have come before us, we are contributing
to the knowledge of the colleagues who will follow us. Our recollections will document how
the profession has evolved, highlight our shared
commitment to our students, and, most importantly, show other school business officials that
they are not alone in the challenges they face.
We’ve been there, and our stories can offer support and inspiration.
www.asbointl.org
Today, as we’ve been called to the front lines
of education, the timing couldn’t be better to
glean insights and hope for the future from our
history. Our present snapshot for these chronicles is this: Our communities have placed their
hope for the future of education in our hands.
More than ever, we need to lead the way to economic recovery, to a sustainable model for education funding.
As we stand in this doorway to the future of
education, trust in government is low and the
stakes are high. Emerging as leaders in education, school business officials will guide the way
through the door. We are the only ones who can
enlist the cooperation of everyone affected by
the budget as well as those who can effect
change.
Will 2010 be remembered as the year that
school business officials emerged as powerful
leaders in education?
We look back to better understand ourselves.
When we do, we see the strength of our profession. We are some of the most dedicated and
resourceful education leaders out there. It’s time
to come out from behind the scenes to celebrate
100 years of service.
Even as we carry the weight of the future, our
sense of optimism about tomorrow is strong.
For 100 years, school business has endured war,
economic depression, social change, and exponential technology advancements. We have a
legacy of persevering, of believing in public education, of making the impossible happen.
There’s nothing more powerful than a group of
dedicated, creative education leaders advocating for the students we serve. Let’s get out there
and forge a bright future!
Erin K. Green, MBA, RSBA
ASBO President
John D. Musso, CAE, RSBA
ASBO Executive Director
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Page 7
ASBO at 100
ASBO at 100: A Century of
The more things change, the
more they stay the same.
A
— ALPHONSE KARR
Before the third day closed, the
seven had become Founding Fathers
of an organization which they christened, appropriately enough, the
National Association of School
Accounting Officers.
Things have certainly changed
since then. When members of ASBO
International meet today, it’s likely
that about half the people in the room
are women. In fact, women have held
the top positions in the association
and in the field for decades. Six
women have held the office of president: Donna Gloshen (1989), Pam
Deering (2000), Linda White (2001),
1922 COLUMBUS
It all began in Washington, D.C. The
year was 1910; the month was May.
At the invitation of Elmer Ellsworth
Brown, U.S. Commissioner of Education, seven men formed a semicircle
about his desk on May 15, and for
three days sat, perhaps smoked, and
certainly argued over standardization
of school accounting and reporting
procedures.
1970 SEATTLE
s ASBO International celebrates its centennial, we
should reflect on the
truth of this often-heard
quote and how it applies to the field of
school business management in general and the association in particular.
For example, consider the words
of George Grill, ASBO historian for
the association’s first 50 years, as he
describes the birth of ASBO
International 100 years ago:
www.asbointl.org
7
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Melody Douglas (2006), Angela
Peterman (2009), and Erin Green
(2010). Countless others have served
on the board of directors, on committees, and in other leadership positions.
School accounting and reporting
procedures are still top items on the
school business manager’s agenda,
but the additional responsibilities
that come with the job are far more
complex than they were in 1910.
ASBO International has evolved
significantly in the past century in
terms of membership, governance,
and stature in the field of education,
yet its goal remains the same: to
provide a quality education for our
children.
YEAR UNKNOWN
3:14 PM
1948 ST. LOUIS
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1950 CHICAGO
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ASBO at 100
Looking Back
The object of the National Association of School
Accounting Officers was stated in its first manifesto
as “the standardization of fiscal, physical, and educational data of school systems for presentation in
the form of public reports.”
— GEORGE W. GRILL, ASBO: The First 50 Years
1922
T
o be successful, organizations must evolve,
adapting to the changes in the profession and,
thus, the changing needs of their members—
and that is just what this fledgling group did.
While ASBO’s initial focus was school accounting and
reporting procedures, it didn’t stay that way for long.
School business management is a complex field, and it
soon became clear that school business managers work
with a much broader brushstroke than just accounting
and reporting. This recognition of the expanding field is
reflected to some extent in the topics raised at the association’s annual meetings.
• At the annual meeting in 1913, members argued for
the fiscal and legal separation between school districts and municipalities.
• Pensions were first discussed in 1914, followed the
next year by a presentation on business administration in smaller districts.
• At the 1917 annual meeting, members presented
papers related to fuel, equipment repair and replacement, and school supply standardization.
In light of this broadening scope, it was fitting to
adapt the organization’s name to better reflect its membership. In 1917, the association’s name changed to the
National Association of School Accounting and Business
Officials of Public Schools.
In the years that followed the founding of the association, its executive committee sought to reach out and
collaborate with other national organizations that were
involved in school business administration while continuing to expand its focus beyond budgets. In 1922, after
absorbing the National Association of School Building
Officials’ membership, the name changed again, this
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Page 11
1922 COLUMBUS
time to the National Association of Public School
Business Officials.
As the profession changed, the association reflected and
addressed those changes—nowhere more obvious than at
the annual meetings, where through the next decades,
topics such as ventilation, waste, and HR emerged.
Many of the issues introduced at annual meetings
decades ago are still challenges today, such as public
school lunchrooms (1926), the public attitude (1936),
the planning of school buildings (1946), differences in
state school accounting procedures (1953), and the
financing of education (1960). Other topics are relatively “new” considering the association’s long past, but
they highlight the changing role of the school business
officials. For example, in 2009, annual meeting topics
included improving special education services, and
ensuring cybersafety.
The organization began bridging international borders
in its early years; Canadians participated for the first
time at the 1924 annual meeting, and Toronto first
hosted the annual meeting in 1926. ASBO was the motivation for provinces in Canada to form their own
provincial affiliates. Canadian membership grew steadily
in subsequent years, leading to another name change in
1951: the Association of School Business Officials of the
United States and Canada. This expansion was natural
because, despite differences in education systems around
the world, a common factor links all schools: the need
for adequate funding
Gradually, school business organizations in other
countries showed an increased interest in collaborating
with colleagues in the field; international membership
and participation in annual meetings continued to rise.
Once again, association leaders decided that a name
change was needed to reflect the organization’s global
span. Since January 1, 1986, the organization has been
known as the Association of School Business Officials
International (ASBO).
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1922, the secretary-treasurer position was filled by two
people. Through the years, as membership continued to
grow, additional board positions were created. These
positions were, and still are, filled with member-elected
volunteers. Today, the ASBO Board of Directors includes
the president, vice president, immediate past president,
six directors, and the executive director, who serves in a
non-voting, ex officio capacity. See page 27 for a list of
ASBO presidents.
Original ASBO logo (left); current logo (right)
At the 1954 Los Angeles meeting . . . an ambitious
program was proposed. It called for establishment
of a full-time paid secretariat, which would promote
the profession through development of literature,
setting of performance standards, improved contacts with other professional organizations and
universities, and recruitment of competent personnel by providing widespread publicity about job
opportunities . . .
. . . In his [1958] convention report, President J.
Harold Husband emphasized the development of
the office of the executive secretary. The Board of
Directors, he said, should be a policy-making body,
and the executive secretary’s office should be adequately staffed and financed to continuously carry
on the important work of the association.
From its first days, ASBO has been guided by a board
of directors. The first board consisted of a president, a
vice president, and a treasurer. The treasurer position
changed to secretary-treasurer early on. In 1917, the
position of immediate past president was added, and in
12
1951 TORONTO
GOVERNANCE
For the first 41 years, all ASBO’s work was carried out
by its members on a volunteer basis. As the organization
grew, so did its need for a staffed central office. In 1951,
ASBO’s first headquarters opened in Evanston, Illinois,
led by then secretary-treasurer Harley Anderson. Three
years later, the position of executive secretary was created. Charles Foster took the helm for the next 22 years,
during which time ASBO’s headquarters expanded and
moved twice: to Chicago in 1962 and to Park Ridge
(Illinois) in 1978.
In 1978, the executive secretary title was changed to
executive director. The baton was passed three times
over the next few years and the headquarters was relocated to its current building in Reston, Virginia, in 1984.
The decision to head to the suburbs of Washington,
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Page 13
D.C., stemmed from a desire for the association to
become more involved with other education administration associations as well as federal agencies that affected
school operations.
See page 32 for a list of ASBO executive directors.
Since its establishment, the association has been
guided by a constitution and bylaws. These are living
documents and have evolved through the years to meet
the needs of the association and its membership. For
example, changes to ASBO’s constitution and bylaws led
to the establishment of a full-time executive secretary
and a central office.
In 1987, the board of directors created a policy manual that provides detailed guidelines on administration,
business and support services, personnel, membership,
programs and services, committees, and liaisons.
Reviewed and updated regularly, the policy manual pro-
1957 NEW ORLEANS
1960 ST. LOUIS
vides direction while allowing the organization to move
forward.
Another important base of ASBO’s governance is built
of volunteers who serve on committees that oversee such
areas as auditing, bylaws, policy and ethics, publications, recognition, and certification. Working with the
membership, board, and staff, these volunteers have
helped shape the association through the years.
THE CHANGING MEMBERSHIP
Early workers in the field of school business
management were largely recruited from noneducational backgrounds. They were hometown
products, chosen by the board of education to
relieve the board members of the administrative
duties which, in earlier days, they performed
themselves.
The background experience of ASBO members has
come full circle since George Grill wrote those words.
The “hometown products” from outside the education
13
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Page 14
field became the minority, eclipsed by
an influx of former teachers who rose
through the ranks to become school
administrators and then assistant superintendents of finance.
Now, at ASBO’s centennial mark,
individuals within the profession move
from the classroom or school administration to the business side; however, as
was the case in the early days, school
business officials also come from outside education. In fact, many school
districts today deliberately recruit individuals with business backgrounds,
such as certified public accountants,
banking professionals, and government
agency professionals.
Today, as ASBO turns 100 the association has more than 5,330
Number of ASBO Members 1910–2010
Job Titles for ASBO International Members
members—school business management professionals
and school districts. An emeritus membership serves
approximately 225 retired school business officials and a
publications membership provides ASBO publications to
more than 165 members and 120 libraries. Nearly 375
companies participate through the corporate membership category.
In 2009, ASBO members reported that before becoming school business officials, they held positions in
• Business (public accounting, banking,
insurance, etc.)
37%
• Government
15%
• Education (teacher, principal, etc.)
12%
• Other/private businesses
11%
Not only has the background of school business officials changed through the decades, so have their titles
within the district organization. One of the most com-
14
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Page 15
Who is the average ASBO International
member as we turn 100? He is a 52year-old white male with a master’s
degree, working in a school district with
3,800 students. He has been in his current position for 101⁄2 years, has more
than 18 years of experience in school
business management, and just before
joining the school business profession,
most likely came from a business background, such as accounting or banking.
— From the 2009 ASBO
Membership Survey.
AFFILIATE
ORGANIZATIONS
Looking into the future, we
envisage a time when all parts of
the United States and Canada
will be included in some one of
these state, province, and
regional groups. . . . These men
and the groups they represent
constitute an important pool of
1983 PHOENIX
mon professional titles among today’s
ASBO members is “business manager.” In the 1920s, 1930s, and
1940s, members identified themselves
as superintendents and assistant
superintendents, secretaries, treasurers, financial agents, auditors, heating
engineers, maintenance supervisors,
purchasing agents, board of education members, directors of personnel,
and, of course, business managers.
talent that can contribute much
to the international picture.
— WESLEY L. BROWN,
ASBO: The First 50 Years
A major factor in the growth of
the association can be attributed to
the emergence of state and regional
affiliates. As Linford Moyer relates in
The ASBO Chronicles:
Ohio was an early state to set up its
own organization after such “affiliated
organizations” were authorized at the
Los Angeles meeting in 1931 . . .
Other state, province, and regional
associations have since been established and membership in both the
international and local associations is
the pattern rather than the exception.
California ASBO was the first state
affiliate, founded in 1928. Michigan,
New Jersey, and Ohio followed in
the 1930s. The first Canadian affiliate, Alberta ASBO, was founded in
1939.
Most states have established affiliate organizations for school business
officials and are a primary source of
new ASBO International members.
School business officials often choose
to join their state, provincial, or
regional organizations—which serve
them at state and local levels—as
well as ASBO International at the
national and international level.
Over the years, several other countries have formed school business
management associations and added
great diversity to ASBO International’s membership. They vary
greatly in size and scope—some have
full-time executive directors and an
2/22/10
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Page 16
THE PIN PHENOMENON
At the conclusion of the ASBO International Annual Meeting and Exhibits, attendees return home with
proven strategies to implement in their districts, new colleagues whom they can now call friends, and,
surprisingly, a collection of pins.
The pin tradition began in 1978 when Illinois ASBO wanted to get the word out about one of its members
who was running for vice president of ASBO International’s Board of Directors. (At that time, board elections were held at the annual meeting.) The association’s rigid campaign rules didn’t allow candidates to
distribute self-promoting materials, so they promoted their candidate through a state membership lapel pin.
(It must have worked; the candidate won.)
Since then, the pins have evolved into much more than a get-out-the-vote technique; they are the ultimate
icebreakers. Affiliates bring specially designed pins to the annual meeting and trade them with other members
throughout the meeting. Over the years, hundreds of pins have been created by affiliate organizations, as well
as by ASBO International, to commemorate significant moments in its history.
In 1999, Paul Swinford, ASBO’s president in 1991, along with a handful of other pin enthusiasts, formed
an informal group called the Pin Hunters of ASBO (PHASBO). Since the pin tradition began, they have taken
it on themselves to collect as many pins as possible. Their goal is to perpetuate this tradition, in effect perpetuating the start of new friendships among ASBO members.
PHASBO also creates a limited-edition annual pin. Because only 250 are produced each year, the PHASBO
pin is quite the collector’s item.
At the 2007 annual meeting, Swinford donated his extensive pin collection to ASBO International. While
the pins remain at the national headquarters throughout the year, they occasionally travel to the annual meeting for display in the exhibit hall. Here are some of the pins proudly displayed through the years.
16
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Page 17
1984 ATLANTIC CITY
The founders of the group were Jack Brown of Ohio,
Paul Nesper of Indiana, Henry Yankow of Illinois, and
Wally Zastrow of Illinois.
See page 41 for a list of ASBO affiliates.
1974 MIAMI BEACH
office staff while others are run entirely by volunteers.
Programs and services also vary, but overall their purpose is the same: to help members with their daily school
business responsibilities.
Each affiliate is unique in its service to its members yet
all include in their mission/purpose the promotion of the
highest standards of school business management practices. Affiliate organizations look to ASBO to
complement and expand their resources and services for
members, including providing guidance on federal legislation and policy making and offering professional
development opportunities that bring together colleagues
from around the world.
In 1976, several affiliate executive directors decided
that because they had many things in common, they
should meet to discuss association responsibilities and
functions. They formed the Affiliate Executive Directors’
Group to promote the school business management profession on a state, provincial, and international basis.
17
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Page 18
1952
1911–1912 or 1943–1945 when the
country was at war, but have been
held every other year. September 2010
marks ASBO’s 96th Annual Meeting
and Centennial Celebration, which
will be held in Orlando, Florida.
In the early days, annual meeting
activities revolved around attendees
presenting papers on topics of growing interest. As years passed and the
number of attendees increased, the
annual meeting adopted a more
structured, more interactive format
that now includes general sessions
with keynote speakers, concurrent
sessions, workshops, targeted smallgroup discussions, exhibits, and
social activities. The association’s
professional committees play an
important part in developing programming for the annual meeting.
Members contribute their expertise
in their respective areas to ensure
that the annual meeting offers the
highest-quality professional development opportunities for ASBO
members.
Through the years, traditions were
established and some continue today,
including musical performances by
local students, entertainment by the
ASBO choir, introduction of new association officers, pin swapping, and the
president’s address.
The social and networking aspects
of the annual meeting are important
to attendees. In years gone by,
annual meetings typically spanned
One constant through the past century has been the association’s
annual meeting—a gathering of
members from diverse districts across
the country and now around the
world—to meet other school business managers, share information,
and help shape the profession.
Although the founding fathers’
meeting in 1910 wasn’t a true annual
meeting, it is still considered the first.
Annual meetings were not held in
18
1974 MIAMI BEACH
THE ANNUAL MEETING:
COMBINING
KNOWLEDGE
AND NETWORKING
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In his presidential address the following year, R. M. Milligan
of St. Louis recommended “that the portals of our convention be carefully guarded and the floor of the convention
kept clean and undefiled by propaganda.” Although many
purveyors of school furniture, equipment, and supplies
attended the meetings and some paid dues as associate members, none was permitted to exhibit his wares, except
privately in his hotel rooms, until the convention of 1929 . . .
1982 ATLANTA
In 1922 a special committee studied the matter and recommended that no action be taken. A year later exhibits were
again voted down. The 1924 convention was held in
Indianapolis, with Col. Richard O. Johnson, business manager of the board of education, as local chairman . . . He set
up an exhibit area . . . and rented out space to interested
exhibitors, getting enough revenue to pay all the expenses of
the convention . . .
1948 ST. LOUIS
five days, with the first one or two days devoted to time
for participants to get to know one another through
banquets, sightseeing trips, Sunday afternoon tea, and
exhibitor-sponsored functions. Today, all four meeting
days focus on professional development—although not
at the expense of a variety of formal and informal social
activities, such as luncheons, receptions, and opportunities to tour local schools and landmarks.
Exhibits have been a part of the annual meeting since
the 1920s, but there was some hesitation. In ASBO: The
First 50 Years, George Grill recounts:
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ASBO EXHIBITORS
The following exhibitors have participated in ASBO annual meetings for more than 10 years:
50+ years
Virco Manufacturing, Inc.
35–49 Years
American Appraisal
ARAMARK Education
Industrial Appraisal
20–34 Years
American Fidelity Assurance Co.
Johnson Controls, Inc.
Keystone Information Systems, Inc.
Microanalytics
Pin Man
Siemens Building Technologies
Sodexho
SunGard Higher Education
10–19 Years
Chartwells
CLM Group Inc., Mealtime
Educators Preferred Corp.
Foreman Group
Information Design, Inc.
ING
Management Information Group
Maximus
MBIA
MUNIS
Office Depot
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1966 ATLANTIC CITY
Today, exhibits are a vital aspect of
the annual meeting, offering school
business officials the opportunity to
learn about the latest products and
services to help them better serve their
districts and students. Many companies have exhibited at ASBO meetings
for decades and have become an integral part of the school business
community.
See page 46 for a list of ASBO
annual meeting locations and
themes.
REACHING OUT
TO OTHERS
As a professional educational
organization, ASBO has demonstrated leadership through
participation and collaboration
with other major educational
organizations in the United
States, Canada, and other
nations of the world . . .
— LINFORD F. MOYER,
The ASBO Chronicles
During the past century, ASBO has
consistently reached out to other education organizations, collaborating
to address issues of mutual concern,
co-publishing journals and other
important resources, and participating in joint action groups. For
example, ASBO holds board seats
on the Learning First Alliance, the
Educational Research Service, and
the American Education Finance
Association, all of which, like ASBO,
are dedicated to improving education.
In addition, and particularly in
recent years, ASBO has formed
strategic partnerships with companies
that provide products and services to
the education market and are committed to the profession of school
business management. These relationships have benefited ASBO and its
members on a variety of fronts.
Corporate Leaders Award
In 2007, ASBO honored an exhibitor who
was attending his 50th consecutive annual
meeting. Don Friesz—who began working
for Virco Manufacturing on February 15,
1957, the same year that he attended his
first ASBO International Annual Meeting
and Exhibits in New Orleans—exemplifies
the dedication shown by many of ASBO’s
longtime corporate members.
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Page 22
LOOKING BACK: 74 Years Ago
The School Bus Transportation Problem
By Lloyd M. Theurer
Excerpted from School Business Affairs, May 1936
he scope of the school transportation business
in the United States has experienced in the last
decade a tremendous growth in volume. With
this growth has been a marked improvement in type of
equipment operated. It has grown from a system of “Get
to school if and as best you can,” whether it be by pony,
horse-drawn wagon or sleigh, or by improvised motor
truck with home made body contraption to a system of
comfortable transportation from door to school in modern specially designed buses which incorporate the last
word in safety, durability, comfort, and a possibility of
low operating costs.
It has been suggested by one writer that before it is
too late and all the buses of the old obsolete vintage
have been discarded that some public spirited Board of
Education offer at least one of these ancient contraptions
to the Smithsonian Institute as a horrid example of what
not to use for carrying the kids to school.
According to a report in the February issue of “Bus
Transportation” magazine, school bus manufacturers
have just completed an all-time record year. During
T
22
1935, they sold 9,403 school buses—around
$23,000,000.00 worth of business. This more than doubles the number in the previous peak year, 1934, of
4,582 school buses and is almost four times as many as
were sold in 1933, when only 2420 sales were made.
Another view of the magnitude of this business might
be had by citing other figures contained in the report of
this same survey, wherein it shows that in 1935, 28,231
school districts in America operated 77,825 school buses
transporting 2,918,657 school children over 924,597
miles of route at an aggregate cost of service in the
amount of $52,621,881.00 and that of this amount it is
estimated that close to $14 million was expended for gas
and oil and over $6,600,000.00 for maintenance. . . .
It is quite apparent . . . that the school bus transportation industry has only scratched the surface of the solution to the problem of cheap and economical yet adequate school transportation.
Lloyd M. Theurer, clerk, board of education, Logan, Utah.
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1940S
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Is Small City School Business Small?
By Walter McLain
Excerpted from School Business Affairs, April 1936
. . . School keeps just the same in Michigan, Utah,
Missouri, New Jersey, and the rest of the 48 states and
up across the border in the Dominion. You and I face the
same kind of problems everywhere. To some extent we
do not all have the same duties but we do form melting
pots in school business affairs. Where would you find a
better application of the jack-of-all-trades nickname? You
run the gamut from keeping books to overseeing operations and maintenance. In between you are both purchasing agent and purse string guardian. You gather up a
pretty fair knowledge of a thousand and one details
about your business. You are in charge of payrolls,
accounting in general, looking after insurance matters,
preparing data for school board action, and serving as
press agent.
While the problems of your everyday life become
quite commonplace and routine, it is just about the
largest business in your community, and what a grasp of
details you have the advantage of.
You get a college training in actual practical experience in directing building up-keep, buying soap, chalk,
and countless other items of supplies and equipment.
You become conversant with school laws, handle census and elections, try to keep the budget balanced, tell
Billy Jones his folks must pay his tuition tomorrow or
not come back to school.
School boards expect you to lighten their burdens by
sharing their close relationship in transacting school
business. With almost no exception they give this service
on school boards without salary. They are busy people
with many other interests and do not expect to be bothered with routine they pay others to attend to, but their
individual and collective judgment forms the policies of
running the schools. They pay you and me to earn our
salaries doing the work under their expert guidance and
helpful advice and counsel. . . .
We are engaged in a big business requiring persistence
in “keeping up and coming.” There are unlimited possibilities all around us every day to profit by our mistakes,
learn a little more about everything we do, and make
school business in our home towns too large to be small.
Walter McLain, school board secretary, Ottumwa, Iowa
“This is an exciting time to be part of ASBO International. I urge each one of you to
become more familiar with your association and to find a way to contribute to its
success. After all, ASBO’s success is our success as well.”
Melody Douglas, RSBO, President 2006
24
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1950S
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Page 27
ASBO PRESIDENTS
2010
Erin K. Green, MBA, RSBA
Wisconsin
2009
Angela D. Peterman, RSBS
Oregon
2008
Jerome E. Brendel, RSBA
Illinois
2007
James M. Rowan, RSBO
Ohio
2006
Melody E. Douglas, RSBA
Alaska
2005
John W. Frombach, RSBA
Pennsylvania
2004
Dr. William R. Fellmy, RSBA
Indiana
2003
Bert E. Huszcza, MBA, RSBA
Colorado
2002
Dr. Clark J. Godshall
New York
2001
Linda White
New Brunswick
2000
Dr. Pam Deering
Oklahoma
1999
Glenn Nienhuis
Michigan
1998
Roger M. Giroux, RSBA
Minnesota
1997
Clair O. Belsher, CSBO
Alberta
1996
Dr. Denny G. Bolton, RSBA
Pennsylvania
1995
Andre J. Montagne, RSBA
New Jersey
1994
William E. Gall, RSBA
Indiana
1993
Kenneth W. Nickoles, RSBO
Maryland
1992
Jack Morris, CA, RSBA
Ontario
1991
Paul F. Swinford, RSBA
Illinois
1990
Gerald B. Brashers, RSBA
Texas
1989
Donna R. Gloshen, RSBA
Nebraska
1988
S. Fred Hawkins, RSBA
Missouri
1987
Dr. Jack D. Oatley, RSBA
Michigan
1986
H. Ronald Smith, RSBA
New Jersey
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ASBO PRESIDENTS (continued)
28
1985
Dr. Richard I. Bauer, RSBA
Pennsylvania
1984
Dr. James E. Clark, RSBA
Wisconsin
1983
Paul R. Leary, RSBA
Ohio
1982
William C. Ware, RSBO
Washington
1981
E. David Allen, RSBA
Illinois
1980
Dr. Ed L. West, RSBA
Texas
1979
Kent J. Abel, RSBA
Utah
1978
Dr. Ferdy J. Tangle, Jr., RSBA
Massachusetts
1977
Linford F. Moyer, RSBA
Pennsylvania
1976
Dr. Robert Den Hartog
Nebraska
1975
Jack F. Tummon, RSBA
Ontario
1974
George R. Babigian, RSBA
Illinois
1973
John T. Lucas
Ohio
1972
Robert W. Walker
Michigan
1971
E. Dale Douglas, RSBA
Texas
1970
Dr. Ridgeley M. Bogg
New York
1969
Ernest C. Grayson, RSBA
Kentucky
1968
Thomas A. Linton, RSBA
Wisconsin
1967
Robert D. Schoales
Ontario
1966
H. Spilman Burns
Maryland
1965
H. C. Blackschmidt
Missouri
1964
Dr. Frederick W. Hill, RSBA
New York
1963
Everett V. Zabriskie
New Jersey
1962
Joseph P. McElligott
California
1961
Dr. Herschel S. Brannen
Texas
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Page 29
1960
G. Alvin Wilson
Illinois
1959
Perry M. Muir
Ontario
1958
J. Harold Husband
Michigan
1957
A. C. Hutson, Jr.
New Jersey
1956
J. Wilbur Wolf
Nebraska
1955
Frank J. Hochstohl, Jr.
New Jersey
1954
Dr. Schuyler C. Joyner
California
1953
Same S. Dickey
Ohio
1952
Ed P. Williams
Texas
1951
Thomas W. Clift
Georgia
1950
Francis R. Shearer
New Jersey
1949
Arthur A. Knoll
California
1948
C. Harvey R. Fuller
Ontario
1947
Robert W. Shafer
Ohio
1943–1946
Edwin F. Nelson
Connecticut
1942
Herbert S. Mitchell
California
1941
John T. Cate
California
1940
John W. Lewis
Maryland
1939
H. C. Roberts
Iowa
1938
R. W. Hibbert
Missouri
1937
John S. Mount
New Jersey
1936
Paul H. Scholz
Texas
1935
James J. Bell
Colorado
1934
Joseph Miller, Jr.
New York
1933
W. E. Record
California
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1932
W. N. Decker
Pennsylvania
1931
Charles L. Barr
Missouri
1930
G. E. C. Dyson
Ontario
1929
George King
Utah
1928
Hubert L Mills
Texas
1927
John B. Wynkoop
Connecticut
1926
E. M. Brown
Missouri
1925
R. M. Milligan
Missouri
1924
D. D. Hammellbaugh
Pennsylvania
1923
Herbert N. Morse
New Jersey
1922
Arthur Kinkcade
Illinois
1921
George Womrath
Minnesota
1920
Henry B. Rose
Rhode Island
1919
J. S. Mullan
New York
1918
William S. Keoggh
Massachusetts
1917
William Dick
Pennsylvania
1916
Charles P. Mason
Missouri
1914-1915
Henry R. M. Cook
New York
1910-1913
Joseph McBride
California
“Parents expect the best possible education for their children, and they
demand nothing less than sound management of their hard-earned
dollars to provide that education.”
Donna Gloshen, RSBA, President 1989
30
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Page 32
ASBO EXECUTIVE DIRECTORS
John D. Musso, RSBA, CAE
2006 to present
Dr. Anne W. Miller
2002–2006
Donald G. Buchan
1981–1983
Dr. Don I. Tharpe
1989–2002
Dr. James L. Slater, RSBA
1977–1981
Ronald A. Allen, CAE
1984–1989
Dr. Charles (Chuck) W. Foster
1954–1977
As ASBO International turns
100, the staff has grown to
20 professionals.
32
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Christmas Shopping Suggestions
Excerpted from School Business Affairs, November 1958
ave you planned your Christmas shopping yet?
If you are an ASBO Member, why not tell your
wife that you would like an ASBO Button for
Christmas? Or, a pair of official ASBO bookends? Both
gifts are beautiful, practical, and appropriate.
If you are the wife of an ASBO Member, why not give
him an official button (pin) and/or pair of bookends for
Christmas? He will remember you a long time for giving
him such a valuable and thoughtful gift!
H
Management Thoughts
By Dr. Fred W. Hill
ASBO President Elect
Excerpted from School Business Affairs, February 1963
As delivered to the 1962 SASBO Meeting
1. Education is necessary to the survival of our way of
life.
2. If you want to get an idea across, you must wrap it
in a person.
3. With the broadening scope of Education, there is an
increasing need for the specialist.
4. You can’t train a Jet Pilot for the same amount of
money it takes to train a stage coach driver.
5. Management is administrative leadership of the
highest quality.
6. A basic function of management is to identify goals
and a plan.
7. These goals must define aims and objectives
8. 2nd basic function of management is to ORGANIZE.
9. 3rd function of management is to CONTROL.
10. A system of incentives and rewards is an effective
CONTROL.
11. 4th function is to COORDINATE.
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12. 5th function is to DIRECT—involving
guidance and leadership.
13. 6th function is to STAFF.
14. 7th function is to EVALUATE.
15. Industry is profit making: school is not
16. School business lacks competitive incentives.
17. Be aware of the political and legal aspects of school
management.
18. Be aware of the public pressure and economic implications of public office.
19. Be aware of favored treatment—support the local
taxpayers.
20. Lay control does not always permit the best methods of school business management.
21. You can’t make an educational decision that doesn’t
have financial implications; and you can’t make a
financial decision that doesn’t have educational
implications.
22. If people aren’t up on your schools, they are down
on them!
23. There is no democracy in terms of competence.
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34
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1950S
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A CENTURY OF GROWTH
A
s ASBO grew through the past century, so, of
course, did its budget. Since its birth in 1910,
ASBO has seen a steady increase in its
revenues and expenditures and currently
has an operating budget approaching $5 million.
Operating under section 501(c)(3) of the U.S.
Internal Revenue Code, ASBO is a tax-exempt
charitable organization owned by its members. ASBO
is able to sustain and increase the products and services
it provides to members by generating revenue from
diverse sources, including member dues, meeting
registrations, exhibit sales, sponsorships, professional
development programs, and tax deductible donations.
What began as an idea formulated by seven men
around a table is now a professionally run national
association employing 20 full-time association
professionals who, like ASBO members, find fulfillment
in working in support of education. Through more than
one shaky economy ASBO has stood strong, continuing
to invest in and develop the resources to help school
business officials put the pieces back in place.
“The goals centered on expanding the quality and
quantity of the professional development programs, increasing the number of publications
related to school business administration published
by ASBO, developing a program to analyze and disseminate information on education-related legislation and policies, and the creation of a program to
recognize excellence in school district budgeting.”
William E. Gall, President 1994
(on enhancing the core mission of ASBO)
Financial Summaries since 1910
by Five-Year Intervals
Year
Revenue
Expenses
1915
$ 60
$ 24
1920
1,255
738
1925
1,614
1,113
1910
1930
7,841
2,454
1935
3,625
2,309
1940
16,854
12,158
1945
N/A
N/A
1950
35,887
20,212
1955
63,747
28,977
1960
103,889
96,680
1965
145,736
136,170
1970
297,470
287,220
1975
465,609
430,850
1980
1,031,657
962,837
1985
1,602,327
1,416,879
1989*
1,960,139
1,664,986
1995
2,287,524
2,211,586
2000
3,161,987
3,001,113
2005
3,350,125
3,171,907
2009
4,275,733
4,607,085
*1990 had only 3 months of data, as ASBO International
changed its fiscal year calendar at that time to April 1st
though March 31st.
Celebrating Dr. Fred Hill: Mr. ASBO
IF ANYONE PERSONIFIED the essence of what ASBO International stands for it was Dr. Frederick W. Hill,
Ed.D., RSBA.
Hill served as president of ASBO International in 1964 and presided over their 50th Annual Meeting in
San Francisco that year—a meeting that boasted the largest attendance to that date (3,777 attendees).
Known to many as "Mr. ASBO," Hill held Registration No. 0001 as the world's first registered school
business official and school business administrator.
Hill began his career in education in 1935 as a teacher and then served as principal of Wallace County
Community Schools in Sharon Springs, Kansas. He served in the New York State Department of Education
as senior financial supervisor, then as secretary of the board of directors for Abington (Pennsylvania)
Township Schools; deputy superintendent of schools for Yonkers, New York; and assistant superintendent
of schools in Minneapolis, Minnesota.
In 1963, Hill became deputy superintendent of schools for New York City, the nation's largest school district. In 1970, he
became the assistant superintendent in Hicksville, New York, retiring as superintendent in 1978. He continued to serve as
consultant to the New York State Assembly and to many school systems, and as a guest lecturer and a visiting professor at many
colleges and universities.
At the First General Session of ASBO's 50th Annual Meeting in 1964, Hill shared this message, which exemplifies his dedication to ASBO: "...I am convinced that no organization could survive unto its 50th annual meeting if it did not contain within
its work a sense of significant purpose and an actual maximum of potential self-realization for those who share this dream."
Dr. Hill died of cancer October 15, 2004 at his home in Owensboro, Kentucky, at the age of 92.
36
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1950S
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37
ING U.S. Retirement Services
“
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Page 41
ASBO AFFILIATES
Alabama ASBO
Established 1968
www.aasbo.com
Alaska ASBO
Established 1974
www.alasbo.org
Alberta ASBO
Established 1939
www.asboa.ab.ca/Default.asp
Arizona ASBO
Established 1954
www.aasbo.org
Arkansas ASBO
Established 1976
www.casbo.info/AASBO.html
Association of School Business
Administrators, Ltd. (Australia)
Established 1977
www.asba.asn.au
British Columbia ASBO
Established 1947
www.bcasbo.ca
Connecticut ASBO
Established 1951
www.ct-asbo.org
District of Columbia:
ASBO of Maryland & D.C.
Established 1952
www.asbo.org
East Asia Regional Council
of Overseas Schools
Established 1968
www.earcos.org
Florida ASBO
Established 1965
www.fasbo.org
Georgia ASBO
Established 1966
www.gasbo.org
Idaho ASBO
Established 1967
www.idahoasbo.org
Illinois ASBO
Established 1952
www.iasbo.org
Indiana ASBO
Established 1946
www.indiana-asbo.org
Iowa ASBO
Established 1962
www.iowa-asbo.org
Kansas ASBO
Established 1964
www.kasbo.org
Kentucky ASBO
Established 1960
www.kasbo.com
Latin American Association
of School Business Officers
Established 1999
www.laasbo.com
Louisiana ASBO
Established 1965
www.lasbo.org
1997 VANCOUVER
California ASBO
Established 1928
www.casbo.org
Colorado ASBO
Established 1953
Became part of Rocky Mountain
ASBO, pulling in Utah and
Wyoming, in 1960
Reverted back to Colorado
ASBO in 1992
www.coloradoasbo.org
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Ohio ASBO
Established 1936
www.oasbo-ohio.org
Oklahoma ASBO
Established 1957
www.okasbo.org
Ontario ASBO
Established 1944
www.oasbo.org
1996
Oregon ASBO
Established 1962
www.oasbo.com
Pennsylvania ASBO
Established 1956
www.pasbo.org
Maine ASBO (see also Tri-State
ASBO)
Established 1975
www.measbo.org
New Hampshire ASBO
(see also Tri-State ASBO)
Established 1976
www.asbonh.org
Manitoba ASBO
Established 1961
www.masbo.ca
New Jersey ASBO
Established 1937
www.njasbo.com
Saskatchewan ASBO
Established 1945
www.sasbo.com
Maryland: ASBO of Maryland & D.C.
Established 1952
www.asbo.org
New Mexico ASBO
Established 1963
www.nmasbo.org
South Carolina ASBO
Established
www.scasbo.com
Massachusetts ASBO
Established 1957
www.masbo.org
New York ASBO
Established 1948
www.nysasbo.org
South Dakota ASBO
Established 1967
http://sasd.org/sdasbo/index.htm
Michigan SBO
Established 1937
www.msbo.org
North Carolina ASBO
Established 1982
www.ncasbo.org
Southeastern ASBO
Established 1951
www.sasbo.org/index.html
Rhode Island ASBO
Established 1970
www.riasbo.org
Minnesota ASBO
Established 1950
www.mnasbo.org
Missouri ASBO
Established 1952
www.moasbo.org
Montana ASBO
Established 1968
www.masbo.com
National Association of School
Business Management (United
Kingdom)
Established 1994
www.nasbm.co.uk
1997 VANCOUVER
Nebraska ASBO
Established 1965
http://ncsa.org//affiliates/nasbo
New Brunswick ASBO
Established 1969
www.nbasbo.ca
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Utah ASBO
Established 1967 (estimate)
Vermont ASBO (see also Tri-State
ASBO)
Established 1979
www.tristateasbo.org/index.html
Virginia ASBO
Established 1969
www.vasbo.org
1993 BOSTON
Washington State ASBO
Established 1964
www.wasbo.org
Southern African Bursars of
Independent Schools Association
(SABISA)
Established 1986
www.sabisa.org
Tennessee ASBO
Established 1966
www.tasbo.net
Texas ASBO
Established 1946
www.tasbo.org
Tri-State ASBO (Maine, New
Hampshire, Vermont ASBO affiliates)
Established 1993
www.tristateasbo.org
West Virginia ASBO
Established 1962
www.wvasbo.org
Wisconsin ASBO
Established 1947
www.wasbo.com
Wyoming ASBO
Joined Rocky Mountain ASBO
(Colorado, Utah, Wyoming) in 1960;
separated in 1988 to establish
Wyoming ASBO
www.wyasbo.org
“This year the reports from [state and regional] meetings indicate continued improvement
in program offerings and participation and a great increase in attendance. ASBO has been
represented at fourteen of these meetings by one of your officers. In each instance, we have
been impressed by the enthusiasm and cordiality of the members, the practical and realistic
approach to current problems, and the continued search for ways and means by which to
better serve the schools and the public.”
Andy Hutson, President 1957
“If ever there was need for effectiveness and efficiency in the expenditure of public funds,
it is today! High costs accentuate leaks and extravagances. The increasing demand for service
with ever greater complexity of community and nation-wide organization requires
economical solution of the problems to be met.
How can we find the answers? Most certainly not by dreaming up solutions in the cloistered
seclusion of a study or of our private offices. Contact with the problems and with those
acquainted with them, provides the means.”
Arthur A. Know, President 1949
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What Is the Current Salary Status
of the School Business Official?
By Thomas A. Linton
uring one of our numerous collective-bargaining
sessions recently, I was struck by the skill of
numerous groups, ranging from janitorial assistants to high school principals, in gathering salary and
fringe benefit statistics comparing their status to others
in the nation and in the area and to reasonably similar
positions in the community. What, I wondered, has the
school business official been doing to find out where he
stands in this cross reference?
Has the greatly increased interest and activity in professionalization yet reflected itself in salary
improvements?
When responding to a placement ad in School Business
Affairs which reads “salary depends on training and
experience,” what does the knowledgeable applicant indicate? What weight should he give to the extent of the
position’s responsibility, technical requirements, geographic location, and special problems, i.e., degree of
“heat,” of the district?
Very few current salary compilations are available to
him. Most of these have been developed by suburban or
state associations or by other organizations as a by-product of general salary statistical research.
Here are a few interesting highlights from these meager data:
1. The highest salary reported in 1964 for a school business administrator was $37,700; five years ago, in
1959, the highest salary reported was $27,700.
2. The 25 highest reported salaries for school business
administrators in 1964 ranged from $37,700 to
$19,500.
3. Of these 25 highest salaries for chief school business
officers, 10 were paid in the state of California and
seven in the state of New York.
Studies of superintendents’ salaries show continuing
increases. This salary establishes a ceiling for any given
district. Pressure from other school employees has succeeded in raising the floor of salaries and wages. Just
where, between these two, the school business official is
placed will depend on his ability and his replaceability.
The individual has a responsibility to improve his technical competence and develop his personal skills through
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1965 SPRING BOARD MEETING
D
reading, participating actively in professional organizations, and taking university short courses. Many younger
men are hustling for the additional know-how to meet
tomorrow’s challenges. At least six of our suburban business officials are making a 220-mile round trip each
week to take graduate courses in their field.
Salaries in some key positions may not be sufficient to
retain men who, instead, become fugitives from the
increased responsibility of the office. It isn’t worth the
headaches and the tremendous time-demands to them.
The dollar savings to the school district is small; for the
salary will have to be raised to attract the next man, and
a school business official has been lost to the profession.
A useful future service of ASBO could be the collecting, interpreting, and distributing of salary data for
school business administrators and officials. Modern data
processing equipment can overcome many of the difficulties of compiling and analyzing the statistics. Such
information could inspire standards of achievement,
maintain a necessary esteem, and encourage the individual’s sense of his own worth.
Thomas A. Linton, secretary-business manager, Milwaukee
Board of School Directors and ASBO director.
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ASBO ANNUAL MEETINGS
Year
City
2010
Orlando, FL
Theme
ASBO International’s Centennial Celebration
2009
Chicago, IL
“Get Focused”
2008
Denver, CO
“Reaching New Summits”
2007
Toronto, ON
“Change Is a Journey”
2006
Pittsburgh, PA
“Shaping the Future”
2005
Boston, MA
“Celebrating the Success of Children”
2004
Cincinnati, OH
“Touching Kids’ Lives”
2003
Charlotte, NC
“Back to the Future—Focus on Members and Partnerships”
2002
Phoenix, AZ
“ASBO . . . Managing Success”
2001
Baltimore, MD
“GetConnected@ASBOInternational”
2000
Minneapolis, MN
“Imagine the Possibilities”
1999
Orlando, FL
“Leadership for the 21st Century”
1998
San Antonio, TX
“Sharing Solutions, Sharing Success”
1997
Vancouver, BC
“Promoting Excellence Together”
1996
Philadelphia, PA
“Managing the Future”
1995
Nashville, TN
“Change—Crisis or Opportunity”
1994
Seattle, WA
“Reaching Our Potential”
1993
Boston, MA
“Visioning the Future”
1992
Anaheim, CA
“Making an Impact”
1991
New Orleans, LA
“Rebirth for the Future—The Renaissance Year for ASBO”
1990
Toronto, ON
“Meeting the Leadership Challenges of the 1990s”
1989
Orlando, FL
“Professional Stewardship of the Educational Investment”
1988
Detroit, MI
“ASBO Success . . . Seek and Share”
1987
San Antonio, TX
“Inservice Steppingstone to Professionalism”
1986
San Francisco, CA
“Planning Leads to Success”
1985
Las Vegas, NV
“Partners for Progress”
1984
Atlantic City, NJ
“Focusing on the Future”
1983
Phoenix, AZ
“Excellence—ASBO’s Key to Professionalism”
1982
Atlanta, GA
“ASBO—Involvement, Commitment and You”
1981
Kansas City, KS
“Stretching Resources for the ’80s”
1980
New Orleans, LA
“ASBO of the ’80s—Cost-Effective Professionals”
1979
Denver, CO
“Positive Enthusiasm Produces Success”
1978
Washington, DC
“Planning Precedes Progress”
1977
San Antonio, TX
“The Challenges of a Changing Society”
1976
Boston, MA
“The Spirit of ’76”
1975
Las Vegas, NV
“Leadership Is: Grace under Pressure”
1974
Miami Beach, FL
“Efficiency . . . Involvement . . . Action . . . Compassion”
1973
Anaheim, CA
“Keys to Excellence: Creative Leadership and Dedicated Service”
1972
Chicago, IL
“Accountability—New Dimensions for Business Management”
1971
Montreal, QC
“Our Challenge: Thorough Preparation—Excellent Performance”
1970
Seattle, WA
“Excellence: Our Continuing Professional Commitment”
1969
Phoenix, AZ
“Meeting the Challenge of Change”
1968
Houston, TX
“New Direction for Action”
1967
Miami Beach, FL
“Efficient Educational Team: Academic-Business”
1966
Atlantic City, NJ
“Grow by Sharing”
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1999
Minneapolis, MN
“The Professional Way—Search and Research”
1964
San Francisco, CA
“Education—America’s Magic: School Business Administration—
America’s Tool”
1963
Denver, CO
“Attaining New Peaks of Efficiency in School Business Management”
1962
Dallas, TX
“Enlightened School Business Administration Aids Educational
Development”
1961
Toronto, ON
“The Professional Way Is the Best Way”
1960
St. Louis, MO
“Education, Economics, and Ethics in School Business Administration”
1659
Miami Beach, FL
“Business Management Improves Education”
1958
New York, NY
1957
New Orleans, LA
1956
Washington, DC
1955
Chicago, IL
1954
Los Angeles, CA
1953
Cleveland, OH
1952
Atlantic City, NJ
1951
Toronto, ON
1950
Chicago, IL
1949
Boston, MA
1948
St. Louis, MO
1947
Grand Rapids, MI
1946
Pittsburgh, PA
1945
No meeting
1944
No meeting
1943
No meeting
1942
Cleveland, OH
1941
Atlantic City, NJ
1940
Detroit, MI
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1983 PHOENIX
1965
47
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1939
Cincinnati, OH
1938
Chicago, IL
1937
Baltimore, MD
1936
St. Louis, MO
1935
Minneapolis, MN
1934
New York, NY
1933
Pittsburgh, PA
1932
Los Angeles, CA
1931
Richmond, VA
1930
New Orleans, LA
1929
Columbus, OH
1928
Denver, OH
1927
Philadelphia, PA
1926
Toronto, ON
1925
Kansas City, MO
1924
Indianapolis, IN
1923
St. Louis, MO
1922
Atlantic City, NJ
1921
Detroit, MI
1920
Minneapolis, MN
1919
Cleveland, OH
1918
Rochester, NY
1917
Pittsburgh, PA
1916
Des Moines, IA
1915
St. Louis, MO
1914
Memphis, TN
1913
Philadelphia, PA
1912
No meeting
1911
No meeting
1910
Washington, DC
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“One of the issues that comes to the forefront this year is
preparation and certification of school business officials. This
seems to come up almost every year on a major concern. Following
a round table discussion held June 3, 1987 at the Department of
Education I named a steering committee to look into the problem
and offer the board some potential solutions.”
Jack D. Oatley, President 1987
“Our exhibitors were
there in full force and
displayed a wide area of
products and services.
Vendors played an
important role in our
Annual Conference. They
provided outstanding
benefits to our members
by exhibiting new products and services, permitting on-the-spot
comparison, and producing revenue that assists
in the funding of our
professional activities.”
Linford F. Moyer, RSBA,
President 1977
1999
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1960S
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Do ASBO Members Possess
“Convention Graciousness”?
Excerpted from School Business Affairs, October 1967
iami Beach has been called “The Land of the
3 Palms”—meaning 1) The Royal Palm; 2) the
Cocoanut Palm; and 3) the outstretched palm.
It is the last palm with which we are currently concerned.
The vast majority of ASBO members are proud of
their purchasing ability, their knack for working out a
bargain, their skill at the effective spending of the funds
allocated to them. Further, they do this for a living practically 12 months out of every year. So “squeezing
money” is second nature to most of us.
Then we hit our annual meeting situation, and we
have a tendency to become somewhat frustrated with an
opposite type of philosophy. This is a philosophy whereby services are rendered—for a gratuity.
Some ASBO members have informed me they are
opposed to tipping. So we respect their opinion. But tipping is a fact of life in a hotel operation, and the current
question is: Can we learn to live with it graciously??
What is expected of us?
First, ASBO members (speaking of the 90% male
membership) are expected to be “gentlemen.” A “gentleman” has been defined as an individual who does not
carry his own bags. If you were in the military service
you will remember: “An officer is a gentleman; he does
not carry his own bags.” By the same token, the other
10% of our membership are ladies, and the same definition applies. To put it bluntly, school business administrators and supervisors are not expected to carry their
own bags. They are expected to be carried by bellboys
or bellmen, and then properly tipped. The hotel staff
evaluates a convention on whether or not its members
tip them adequately.
What is proper tipping today?
Your Editor understands that the current tipping scale
includes: 25 cents minimum per small bag or package;
35 cents for a larger bag; and 50 cents for a big bag. For
1967
M
other services rendered: 25 cents minimum tip. To doorman for calling a taxi: 25 cents minimum. To doorman
for opening the door of car or taxi: 25 cents minimum.
To doorman for helping you load taxi or your car:
approximately the same as the bellman. To carhop for
delivering your car: 25 cents minimum and so forth.
The basic policy is: When a service is rendered,
promptly efficiently and cheerfully, by a hotel employee:
a gratuity (tip) is expected.
ASBO has agreed to leave a 15% minimum tip at all of
its meal functions, and this is the expected minimum for
dining today.
“Whether we are in the classroom, in an office, or in any other supporting role in the school
system, school business officials contribute to the success of children in education.”
John W. Frombach, RSBA, President 2005
50
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1960S
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ASBO at 100
ASBO Today
T
oday, ASBO International is
a professional association of
more than 5,000 school
business management professionals. Members include noninstructional employees at the local,
state, and national levels from specialized areas in school business management, as well as the generalized field
of school business administration.
PROFESSIONAL
DEVELOPMENT AND
RECOGNITION
As it was 100 years ago, ASBO’s
mission is to provide programs and
services to promote the standards of
school business management practices, growth, and the effective use of
educational resources. Major vehicles for fulfilling that mission are
professional development programs,
publications, recognition programs,
and opportunities for involvement in
the association and the profession.
ASBO International is dedicated to
providing the professional develop-
52
ment opportunities and resources
school business officials need to be
more effective school business managers and education leaders, and to
providing the recognition they and
their districts deserve for a job well
done. The association offers a
variety of career and personal development opportunities tailored to
meet member needs, whether they
have an hour or two for a Webcast
or a several days for intensive
coursework.
The Annual Meeting and
Exhibits—Learning During
and After
The ASBO Annual Meeting and
Exhibits continues to be an invaluable source of professional development for school business officials.
Each year, participants have more
than 200 sessions
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to choose from—many with
Continuing Education Units
and Continuing Professional
Education credits—to ensure
they are on the cutting edge of
what is going on
in the profession.
All school business managers
need is an Internet connection to
keep abreast of current issues
affecting their school district. The
ASBO Live Learning Center offers
click and play access to more than
75 hours of sessions recorded at
the ASBO Annual Meeting and
Exhibits.
Publications
Prior to 1920, the literature of
school business administration
was almost nonexistent. What
there was consisted mostly of
reprints of papers read at the
annual conventions, the printed
annual reports of the conventions, and a few locally circulated brochures on custodial
techniques and personnel practices. In the late Twenties and
the early Thirties bibliographies
began to appear, which indicated some material on educational finance, budgetary
practices, school house architecture, and school supplies had
been published during the early
years of the Twenties.
— GEORGE W. GRILL,
ASBO: The First 50 Years
Page 53
ASBO provides members with
information about the latest developments in school business management
through its publications, including
research bulletins, surveys, reports,
books, newsletters, and a monthly
magazine, School Business Affairs.
Launched in 1936 as an eight-page
monthly newsletter, the first issues
of School Business Affairs (SBA)
highlighted research findings, news,
and announcements on issues and
events of interest to members.
During its first two decades, SBA
was published thanks to the efforts
of dedicated ASBO members.
When ASBO established a headquarters, staff members took over
the publication, which expanded
quickly and continued to evolve
throughout the years. Today, the 44page, four-color magazine is
published 11 times
a year and covers the full spectrum of
school management issues.
Accents
In 1981, the association began publishing ASBO Accents, a bimonthly
newspaper focused on member news,
current legislative and administrative
activities, as well as relevant state,
provincial, regional, national, and
international news. ASBO Accents
also helped publicize workshops,
conferences, seminars, and publications of interest to members.
53
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School Business Affairs,
1941–2009
ASBO Accents, 1981–2001
In 2002, the newspaper changed
from print to electronic format and
became known as Accents Online.
The biweekly e-newsletter features
ASBO news, tips and tools for
school business professionals, and
member profiles. It also recognizes
54
membership milestone anniversaries
and new members.
School Business Daily
School Business Daily, sent via email every weekday morning, was
launched in 2007 to provide news
stories from the past 24 hours—
gathered from newspapers, television, radio, and journals—related to
business and financial management,
legislation, nutrition, safety and
security, and other issues relevant to
school business management.
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ASBO Website
ASBO launched its comprehensive
Website in 1996 as an effective, interactive communications tool. In the
subsequent 14 years, the Website has
grown to serve members with a treasure trove of online resources. Resource
centers offer tool kits focused on special topics, blogs for exchanging information on urgent issues, membership
and corporate directories, and a career
center. Members have 24-7 access to
recorded annual meeting sessions on
the Live Learning Center. Attendees of
educational sessions can even print
certificates verifying earned Continuing Education Units and Continuing
Professional Education credits and
maintain their transcripts from their
own computers.
The next wave of technological
advance will engage school business
professionals in social networking,
enabling members who are time zones
apart to collaborate with ease. With
the pace of change constantly accelerating, one can only imagine how
archaic these wonders we now marvel
at might look 100 years from now.
2005
ASBO Books
ASBO publishes books on a variety
of topics, such as Governmental
Accounting Standards Board standards, finance and accounting,
technology, legal and legislative issues,
school business administration, facility management, and best practices.
Recognition Programs:
Shining the Spotlight
on School Business
From its earliest days, ASBO leaders
have understood the role of recognizing achievements as a means of
bringing positive attention to those
who work in school business management as well as the profession itself.
To that end, ASBO established several
recognition and awards programs.
Certificate of Excellence
in Financial Reporting
The first of ASBO’s recognition programs, the Certificate of Excellence
in Financial Reporting, was
launched in 1971. The program
reviews school districts’ accounting
practices and reporting procedures
used in their Comprehensive Annual
Financial Reports.
The purposes of the program are to
• Encourage school systems to
adopt and use generally accepted
accounting principles,
• Encourage school systems to
adopt sound financial reporting
procedures,
• Recognize excellence in school
financial reporting, and
• Enhance the credibility of financial management of school
systems by recognizing and publicizing excellence in school
financial reporting.
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2007 © NICOLE BURKART ALL RIGHTS RESERVED
Districts earning the coveted Certificate of Excellence
are recognized by ASBO and increase their financial
management credibility among stakeholders.
Now nearing the end of its fourth decade, the
Certificate of Excellence remains a significant achievement. Several hundred applications are received
annually, and many school districts strive to earn the
award year after year.
Eagle Awards
For years, ASBO leaders yearned to give proper recognition to those who demonstrated their continued dedication to the field. After careful and collaborative planning,
the Eagle Awards were launched in 1992 to honor school
business officials who are models in the profession and
demonstrate outstanding leadership. The Eagle Awards
are the highest honor bestowed on ASBO members.
Some program elements have been refined over the
years. Originally, three honorees were individually recog-
56
nized for service to the profession, service to the community, and service to the school district, and an
International Eagle winner was recognized for service in
all three areas. In addition, 11 other exemplary school
business officials were invited to participate in the ASBO
Institute (now the Eagle Institute), a summer leadership
program. Since 1997, the program has recognized four
candidates annually. One person earns the International
Eagle Award and three others earn the Distinguished
Professional Award.
The first four top honorees, recognized in 1992, were
• International Eagle Award: William H. Sullivan,
RSBA, Naples, Florida
• Outstanding Service to the Community: Thomas R.
Moore, RSBO, London, Ontario
• Outstanding Service to the Profession: Ronald E.
Everett, Ph.D., Executive Director, Illinois ASBO
• Outstanding Service to the School: Dorothy PannellMartin, President, InTEAM Associates, Alexandria,
Virginia
Since the program’s inception, more than 100 school
business professionals have been honored with the prestigious Eagle Award.
Pinnacle Awards
In 1993, the Pinnacle Awards premiered to recognize
original and innovative organizational practices that
make a difference in schools and in the profession. The
program honors individuals from every field of school
business management who implement replicable best
practices, proposals, or new ideas in their school district.
Each year, one honoree receives the Pinnacle of
Excellence Award and three honorees receive Pinnacle of
Achievement Awards.
The first honorees, recognized in 1993, were
• Pinnacle of Excellence: Nadine L. Mann, East Baton
Rouge School District, Baton Rouge, Louisiana
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• Pinnacle of Achievement: John A. Crafton, Methuen
Public Schools, Methuen, Massachusetts
• Pinnacle of Achievement: Sharon A. Kerr Burkybille,
RSBA, Hastings-on-Hudson Unified School District,
Hastings-on-Hudson, New York
• Pinnacle of Achievement: Patricia J. Pedersen, Euclid
City Schools, Euclid, Ohio
To date, 70 people have been recognized with the
Pinnacle Award.
Meritorious Budget Awards
In 1995, ASBO initiated the Meritorious Budget Awards
program, which recognizes school systems that demonstrate excellence in their annual budget presentations.
The program promotes ASBO’s mission to “provide programs and services to promote the highest standards of
school business management practices, professional
growth, and the effective use of educational resources.”
The goals of this program are to
• Provide clear budget presentation guidelines,
• Define state-of-the-art budget practices,
Encourage both short- and long-range budget goals,
Promote sound fiscal management practices,
Promote effective use of educational resources,
Facilitate professional growth and development for
the budget staff, and
• Help build solid development, analytical, and presentation budget skills.
The first Meritorious Budget Awards in 1995 were
presented to
• Great Valley School District, Malvern, Pennsylvania
• Mt. Lebanon School District, Pittsburgh,
Pennsylvania
• Morton College, Cicero, Illinois
• Owen J. Roberts School District, Pottstown,
Pennsylvania
• Salt Lake City (Utah) School District
Since the program’s inception, 350 school districts
have earned the Meritorious Budget Award.
Bridges to the Future
The realm of school business is so vast that it can be
daunting, especially to those who have recently joined
1974 MIAMI BEACH
PINNACLE AWARD RECIPIENTS, MARCH 2003
•
•
•
•
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BRIDGES TO THE FUTURE RECIPIENTS
Out of all the talk and meditation on the subject the
conviction grew that professionalization could be
measured in part by . . . special training in the subject, supplementing previous general education . . .
and by making ASBO a stronger and more professional organization in every way.
the profession. In 2004, ASBO launched the Bridges to
the Future program, which awards scholarships to new
school business officials to allow them to take advantage
of professional development opportunities and to tap
into myriad school business management resources.
Each year, 20 scholarships of $2,000 each are
awarded to ASBO members who have been in the profession for fewer than five years. Recipients use
scholarship funds to attend the Annual Meeting and
Exhibits, where a preconference workshop and networking luncheon are held specifically for them.
To date, 115 Bridges to the Future scholarships have
been awarded.
Professionalism: Raising the Bar
A slight but observable undercurrent of professionalization began to appear in the early Twenties. An
increasing number of younger persons with previous educational experience entered the field, and as
the years advanced, men with college degrees
became the rule rather than the exception. After
1930, the pace of professionalism quickened . . .
58
Professional Standards and Code of Ethics
ASBO has taken great strides to establish itself as a
professional organization. The School Business Administrator, published in 1960, helped begin to assuage the
concern of establishing those in school business management positions as professionals. The publication laid out
fundamental definitions and descriptions of the work
and role of school business officials. It also set forth professional qualifications, responsibilities, and ASBO’s first
code of ethics, which the association officially adopted at
the 1963 annual meeting.
At the same annual meeting, the association took
another significant step toward professionalization. A
special committee (dubbed ASBO in the Future) reported
findings related to certification and professional standards:
We think it is the job of ASBO to accept school business
officials that come to us regardless of background and to
work with them, help them, and upgrade the profession in
our service to the schools. We prefer the use of the term
“professional standards.”
From then on, ASBO actively developed and disseminated standards for school business officials, keeping in
mind that they would require regular review and revision to ensure that they remain properly aligned with the
ever-changing role of the school business official.
The current professional standards address seven basic
areas: the educational enterprise, financial resource management, human resource management, facility
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Page 59
management, property acquisition and management,
information management, and ancillary services. They
also include a code of ethics. ASBO believes that adherence to these standards and the code of ethics is essential
for school business officials not only to earn and keep
the trust of stakeholders but also to be viewed as
“professional.”
Professional Registration Program
Another means of professionalization involved the
assurance of ASBO members being recognized as professionals by their peers within and outside the field of
education. Perhaps George Grill’s words noted earlier
were what spearheaded efforts to establish the professional registration program in 1964.
The goals of the professional registration program are to
• Raise the professional standards of those engaged in
school business administration;
• Improve the practice of business administration by
encouraging school business officials to participate in
a continuing program of professional development;
• Identify people who follow prescribed standards of
performance and conduct, and who have acceptable
knowledge of the principles and practices of school
business administration, related disciplines, and laws
that govern and affect schools; and
• Award special recognition to school business officials
who have demonstrated a high level of competence
and ethical fitness in school business administration.
The professional registration program has three designations:
• Registered School Business Administrator (RSBA)
• Registered School Business Official (RSBO)
• Registered School Business Specialist (RSBS)
This program has served as a successful forerunner to
the next step in professionalization as ASBO continues
to raise the bar: certification.
Certification Program
In 2004, the ASBO Board of Directors approved a
position statement on certification encouraging the
development of job position standards. In 2007, a task
force of ASBO members and affiliates examined the
association’s role in credentialing. The task force’s recommendations guided the next year’s efforts of market
research, which determined that a North American certification program was not only feasible but vital: states
and provinces have varying requirements for school
business management positions or none at all.
In 2009, the board of directors approved the addition
of an independent certification commission to develop a
certification program for the school business management profession.
This voluntary certification program includes eligibility criteria, an examination, and a recertification process.
The program recognizes school business officials for
their job knowledge and skills, sets the standards and
continues to build credibility for the profession, and limits school fiscal management risk, thus benefiting
districts, schools, and the students they serve.
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Page 60
1974 MIAMI BEACH
1988 DETROIT
How fitting that in 2010—the 100th
anniversary of ASBO’s inception—
ASBO will launch the certification
program focusing on identifying competent school business officials who are
responsible for school business
finances and business operations.
Committees
Periodically, committees on
organization, functions, and procedures must study our organizational setup and make recommendations for improvements.
—WESLEY L. BROWN, ASBO:
The First 50 Years
The association’s committees have
existed nearly as long as ASBO itself.
They were originally formed as
research committees, and while many
of them disbanded after serving their
purpose, others have continued to
serve the membership—evolving as
necessary to keep up with current
times—by conducting and reviewing
research to help shape different elements of the school business
management profession.
New committees are formed when
the association recognizes issues of
growing concern. For example, in the
early 1990s, Richard Learn, a longstanding ASBO member, shared with
then-president Paul Swinford that
environmental issues, including air
quality control, were at the forefront
of education issues and that school
business officials needed to stay on
the cutting edge. Swinford asked
Learn to take the lead in addressing
those concerns and that’s how the
Environmental Aspects Committee
was founded.
Committees are made up of ASBO
members who specialize in particular
areas; they write articles for ASBO
publications, provide guidance for
annual meeting programming, and
meet with other organizations that
share the same focus.
ASBO has 15 professional committees:
• Accounting, Auditing, and
Budgeting
• Environmental Aspects
• Human Resources and Labor
Relations
• Information Systems
• International Aspects
• Legal Aspects
• Legislative Affairs
• Management Techniques
• Professional Development
• Pupil Transportation
• Purchasing and Supply
Management
• Risk Management
• School Facilities Management
• School Finance
• School Food and Nutrition
Management
The breadth of the areas addressed
by these committees underlines how
much the association has broadened
its focus during the past century.
“If school business administrators fail to lead…there will be fewer and
fewer children’s successes to celebrate.”
Ron Everett, Ph.D.
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Letter to the Editor
From School Business Affairs, May 1970
1971 MONTREAL
1971 MONTREAL
Dear Editor,
Why do we never discuss family life in ASBO?
In our particular geographic area, real or imagined
“inconveniences” caused by the community and evening
responsibilities of the school business administrator are
resented by his wife and family.
In each case, the wife was probably quite helpful to the
school business administrator in his rise to his present status and salary—and she possibly pushed a little, too.
However, somehow each one of these wives must be
made to realize that the prosperity she now enjoys has its
responsibilities, and understanding instead of resentment
(of these many community activities, evening PTA and
Board meetings, and attendance at athletic events) is
something she has to give her husband.
The successful school business administrator in our
area is working like mad to keep his wife in the economic
and social position she now enjoys, and these long hours
plus all the tension that now goes with his position may
even cause him to die of a heart attack doing it.
In some cases, his children sound like spoiled ingrates.
They should be darn proud of the “old Man,” instead of
giving him all the problems they do. Each problem child
today will eventually either become a responsible adult
or stay an over-age child.
Other organizations offer programs on improving family life relationships. Why does ASBO avoid this topic?
Member’s name withheld by request
Editor’s Note: Your letter is being printed where the entire
Board of Directors (the heart of our Program
Committee), as well as the entire membership can read it.
If your letter receives support from other members, feel
sure our Board will respond appropriately. ASBO is honest in attempting to meet the needs of its members.
However, we have no other evidence of a need for this
type of program within ASBO.—Charles. W. Foster
(Executive Secretary)
“The best part of holding a leadership role with ASBO International was having the great
fortune to work with so many dedicated people. We continue to value those friendships.
In retrospect, we knew that with quality leadership, adequate resources, and a supportive
motivated membership, there would be a prosperous future for the Association of
School Business Officials International.”
Clark J. Godshall, Ed.D., RSBA, President 2002
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ASBO at 100
Moving Forward
We have made tremendous strides since 1946, but
we are far from having reached a static position . . .
A periodic review of what we are doing and what
we can do better will continue to be important. In
our educational organization, change will be the
only thing that can be constant.
— WESLEY L. BROWN, ASBO: The First 50 Years
There have been many changes over the years; no
organization could expect to succeed if it didn’t evolve.
And while ASBO will continue to adapt to changing
conditions and needs, some things will—and should—
stay the same.
RESEARCH
Any profession worthy of the name conducts
research to gain more exact knowledge and to find
the best practice. ASBO emphasizes research.
NETWORKING
The exhibit is now considered one of the finest and
most educational features of the annual meetings.
1999
—WESLEY L. BROWN, ASBO: The First 50 Years
All ASBO’s committees, past and present, were formed
to do research in specific areas and to share their findings with the members through publications,
professional standards, professional development programs, and annual meeting sessions.
In 2008, ASBO took its belief in the power of providing every child with an education to a higher level by
creating the ASBO Research and Education Fund.
Championing the behind-the-scenes work of school business professionals by funding research projects and
initiatives, AREF is advancing the effective management
of educational resources, which directly benefits students.
While research methods have certainly changed over
the past century, the results—providing school business
professionals with the tools they need to succeed—
remain the same.
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1999
PROFESSIONAL DEVELOPMENT
Enduring friendships, annually renewed, have
sprung up among members, their wives, and booth
attendants . . .
1958—New York . . . Instead of a ladies’ tea, usually invaded by the men, ASBO had a Board of
Directors Reception for all members and guests,
a highly successful innovation . . .
— WESLEY L. BROWN, ASBO: The First 50 Years
Many people join professional organizations for the
networking opportunities, but school business management professionals and ASBO have taken networking to
a higher level. Their willingness to share best practices,
to mentor, and to help others succeed is what sets
ASBO’s members apart.
Camaraderie extends beyond members. Spouses of
ASBO members still attend the meetings in great numbers. The family atmosphere created decades ago carries
on; strong friendships form and endure among people
who would perhaps never have met otherwise.
The importance of being able to talk to others experiencing the same challenges cannot be underestimated.
While email and other technologies have expedited communication among members, there is no replacement for
face-to-face contact, which remains an important part of
ASBO’s annual meetings.
While some people may be born leaders, they can strive
to become better. ASBO recognizes this and believes that
ongoing professional development is crucial to improving school business professionals’ skills as education
leaders and as leaders in general.
Globalization has not only drawn in ASBO members
from around the world, it has increased their need to
demonstrate a host of capabilities. School business officials need it all: technical skills to manage a school
district’s funds efficiently as well as broader knowledge
that allows them to see, understand, and even alter the
bigger picture as it affects their districts.
In light of these needs, ASBO has adapted its methods
of delivering professional development opportunities,
targeting them to hone specific leadership skill sets.
Many technical skills are addressed in annual meeting
sessions, which are also accessible online year-round
through the ASBO Live Learning Center. The Executive
Leadership Forum, the Eagle Institute, and the certification program are vehicles for delivering leadership
skills development.
RECENT ADVANCEMENTS
In 2008, when the Internal Revenue Service revised the
403(b) retirement plan regulations placing significant
new responsibilities on school business officials, ASBO
represented its members in communications to the federal government and formed a council that developed
critical online resources to help members’ school districts
achieve compliance.
When the U.S. economy was imperiled in 2008, ASBO
quickly called an Economic Crisis Summit in Washington, D.C. ASBO members and education financing
experts collaborated on a report that showed school districts how to go beyond simply remaining solvent and to
use the crisis as an opportunity to advance fiscally sustainable education reform.
During this difficult period, ASBO rekindled a close
and collaborative relationship with the U.S. Department
of Education, under President Barack Obama, once
again enjoying the kind of communication with the federal government that led to ASBO’s birth in 1910.
By continuing to adapt to keep up with emerging
trends and facing each challenge with a steady hand,
ASBO will reinvent the profession in the next century.
FOCUS ON THE FUTURE
1996
Reflecting on how far we have come is valuable. ASBO
and the school business profession have been through a
lot in the past century: World Wars I and II, the Great
Depression and the current recession, energy crises,
national legislation affecting education, and countless
challenges that districts face.
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1996
Now that we have looked back, moving forward is
imperative. ASBO continues to seek solutions to school
business management challenges.
In 2006, the Futures Task Force was formed to make
recommendations about what ASBO would like to
achieve in the next 5 to 15 years. The Board of Directors
worked with ASBO staff to develop a strategic framework with specific strategies to meet and measure the
goals and objectives set forth.
It began with a list of relevant assumptions that
acknowledged the following: We live in a world that
moves and changes much more quickly than it ever has.
Skills for the school business official will continue to
evolve, and competition for positions within the field
will increase. Expectations for immediate turnaround
will be the norm. Costs will likely continue to rise while
revenue sources may decline.
It continued by putting forth ASBO’s ultimate goal—
to be “universally recognized, respected, and consulted
as the expert in the school business profession”—followed by numerous descriptions of the association, its
affiliates and members, and external perspectives of
ASBO upon the achievement of its goals. Some of these
goals include
• Recognition of ASBO as a global association, with
communications, products, and services provided in
multiple languages;
• Widespread professional certification; and
• School business officials viewed as integral members
of the education system and recognized by key policy makers.
Reaching these goals won’t be easy, but school business has never been simple. During its first century,
ASBO took quantum leaps forward. It was able to do
so because it conducted meticulous research, took calculated risks, and encouraged its members to continue
raising the bar.
Index of Advertisers
“The future of ASBO looks promising
AXA Equitable . . . . . . . . . . . . . . . . . . . . . . . . inside front cover
and encouraging. I have predicted
CPI Qualified Plan Consultants, Inc. . . . . . . . . . . . . . . . page 8
that our profession is on the
Edgemont Precision Rebuilders, Inc. . . . . . . . . . . . . . page 31
threshold of a new and exciting era
Grainger, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover
and your enthusiasm and questing
were a joy to experience. In the
ING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 38–39
changes that are now taking place so
MetLife Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 3
rapidly, the duties of the business
National Alliance for Insurance Education . . . . . . . . . page 6
administrator are becoming highly
specialized , and we have gained a
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high degree of recognition on the
Valic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 78
part of other professions.”
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H.C. Bleckschmidt,
President 1965
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66
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Vi s i t u s a t w w w. t r a n s f i n d e r. c o m .
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From School Business Affairs, November 1970
A Letter to a Teenager
Submitted to this publication by Elliott C. “Jack” Spratt, LL.D.,
a past chairman of our ASBO Exhibitors Advisory Committee.
Dear Son:
Today you asked me for a job. From the look of your
shoulders as you walked out, I suspect you’ve been
turned down before, and maybe you believe by now that
kids out of high school can’t find work.
But, I hired a teenager today, you saw him. He was the
one with polished shoes and a necktie. What was so special about him? Not experience, neither of you had any.
It was his attitude that put him on the payroll instead of
you. Attitude, son. A-T-T-I-T-U-D-E. He wanted that job
badly enough to shuck the leather jacket, get a haircut,
and look in the phone book to find out what this company makes. He did his best to impress me. That’s where
he edged you out.
You see, Son, people who hire aren’t “with” a lot of
things. We know more about Bing than about Ringo, and
we have some Stone-Age ideas about who owes whom a
living. Maybe that makes us prehistoric, but there’s nothing wrong with the checks we sign, and if you want one
you’d better tune to our wave length.
Ever hear of “empathy”? It is the trick of seeing the
other fellow’s side of things. I couldn’t have cared less
that you’re behind in your payments. That’s your problem, and President Johnson’s. What I needed was someone who’d go out in the plant, keep his eyes open, and
work for me like he’d work for himself. If you have even
the vaguest idea of what I’m trying say, let it show the
next time you ask for a job. You’ll be head and shoulders
over the rest.
Look Son: The only time jobs grew on trees was while
most of the manpower was wearing G.I.s and pulling K.P.
For all the rest of history you’ve had to get a job like you
get a girl: “Case” the competition, wear a clean shirt, and
try to appear reasonably willing.
Maybe jobs aren’t as plentiful right now, but a lot of us
can remember when master craftsmen walked the streets.
By comparison you don’t know the meaning of “scarce.”
You may not believe it, but all around you employers
are looking for young men smart enough to go after a
job in the old-fashioned way. When they find one, they
can’t wait to unload some of their worries on him.
For both our sakes, get eager, will you?
Dear Mr. Smith:
This is in response to your job interview with me
today. I regret that we cannot consider you for employment at this time, but thank you for your application.
I hired another person who I felt was more suitable
for the position available. Although both of you were
inexperienced I felt that the other applicant appropriately
dressed and had taken the trouble to find out a little
about our company, what it manufactures, etc., He did
his best to impress me.
If you don’t mind my doling out a little advice, may I
suggest that you take appearance into consideration the
next time you look for a job. I realize that you are probably inexperienced with job-hunting and that you may not
be aware of all that an employer is looking for when he
interviews an applicant. However, I would like to point
out that an employer almost always hires someone who
is without job experience and references on faith . . . on
the faith that he will do a good job, get along with his
co-workers and that he will become a steady, dependable employee. This is why it is especially important
that you present an impressive appearance.
First impressions are all the interviewer has to go on
in your case and these impressions are very important for
you to consider if you want to win out the competition.
And there is a lot of competition these days, with the job
market becoming increasingly smaller, especially for
those who lack experience.
Thus, for your sake and for the sake of a prospective
employer who may be refusing to hire a potentially competent employee in your case, think about your appearance for your next job interview; try to find out something about the company to which you will be applying
and about the various kinds of positions that you could
apply for. Perhaps the next time I see you in my office it
will be to offer you a job with our company.
Good luck.
Sincerely,
(Signed by the prospective employer)
(Signed by the prospective employer.)
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Year 2010—Where Will
The Enterprise Take Us?
By Rita M. Hanna, Ed.D., RSBA
re YOU a futurist—a visionary?
Are you ready to journey to
the year 2010? What is your
vision of tomorrow’s schools? How
will schools be similar to today’s and
how will they be different in 2010?
In the opinion of this writer, 14 years
from now, schools will bear little or
no resemblance to the places of
learning as we know them today. . . .
As the 21st century closes in,
schools will be faced with a major
change. This paradigm shift will
A
impact schools as never before.
Computers, access to the Internet,
and distance learning will be the key
to instruction in the next century.
Today’s educators, unless they are
retrained and become computer literate, will not be capable of instruction
by the year 2010. It is imperative that
educational leaders be ready for the
shift from schools as we know them
today, to schools in the future which
will operate as flextime, computerbased facilities. . . .
Who Will Teach?
Dr. Mary Stansky, director of curriculum services at Lower Camden
County Regional High School
District in Winslow Township, NJ,
thinks education has much changing
to do if it is to be ready for the technokids. “As we venture into the
future of education,” she said, “it is
abundantly clear that some of the
old ways of doing things simply will
not work. We have to adjust many
facts of the educational process to
reflect the rapid changes in society
and the ways children learn. Those
changes may very well begin with
re-education of our teachers, who
must learn to be facilitators and
guides to learning. They must use
their training to help children develop problem-solving skills, cooperative and collaborative methods of
working well with others, and critical thinking abilities.”
What Will Be Taught?
As Stansky envisions it, the traditional course of study (reading, writing,
and arithmetic) will be replaced with
projects designed to be relevant to
the lives of students; i.e., environmental studies, feasibility studies,
recycling, town crime, etc. . . . .
When Will Teaching Take Place?
The traditional school day from 8
a.m. to 3 p.m. will evolve into a flex
schedule where children report to
school only when they are scheduled
to meet with their facilitator
(teacher) and/or with their study
groups. At all other times, students
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will be interacting with others by using their home
computers.
Assignments will be provided on a daily basis by the
facilitator. Students will be expected to complete their
assignments within an assigned period of time. The
assignment could be completed during any hour of the
day or evening depending on the flexibility of the student and his/her parents. . . . Students, through multimedia, will be provided with a variety of ways to communicate with their facilitators and others throughout the
world. . . .
Where Will Teaching Take Place?
The traditional school day spent in the traditional school
building is past. Students will have computers issued to
them to use at home, and other computers will be available for use in school.
Because enrollment in public schools is expected to
grow during the next 10 years, schools will become overcrowded. Resources will not be available to renovate or
build new schools. Therefore, technology and the use of
a flextime schedule will increase in importance to help
alleviate the problem of overcrowded schools and the
problems that accompany them, such as student disruption, fighting and crime, etc. . . .
How Will the Paradigm Shift Be Funded?
. . . . We have examined a possible vision of education in
the year 2010 and found massive changes in the offing.
We have questioned most of the sacred beliefs held by
educators yesterday and today and have indicated those
beliefs must be drastically altered if we are to provide
meaningful educational programs for tomorrow’s youth.
What we cannot divine, however, is how these changes
will be funded, given the external forces that impinge on
the economics of education. Lacking models for future
school funding, we are also unable to devise a plan for
management of schools 14 years in the future.
In this writer’s opinion, while the discussion about
how education will meet the needs of tomorrow’s students is crucial to proper planning, it may be an exercise
in futility unless the financial planning is also being
examined for its future relevance and changes are outlined that will permit education to fulfill its vital role.
Rita M. Hanna, Ed.D., RSBA, school business administrator/board
secretary for Lower Camden County Regional School District
#1 in Ateo, NJ, and is a member of ASBO International’s Editorial
Advisory Committee.
“There is a great need for a more
businesslike handling of the salary
fund . . . In the educational world
the practice is almost universal to
allow every teacher to advance in
salary automatically with each
additional year of service,
regardless of merit. To dismiss
teachers for incompetency is such
a rare incident that it cannot be
considered a factor in any scientific
analysis of the subject. It is my
conviction, based on 16 years of
observation, that any automaticincrease schedule fails in at least
two important respects, viz., it
handicaps the efficient teacher, and
secondly, it ultimately makes an
embarrassing financial problem.”
— Paul H. Scholz, Business Manager,
Board of Education, San Antonio, Texas
presenting a paper titled “The School
Budget” at the 10th annual meeting of
the association in 1921.
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1970S
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77
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VC 23065 (02/2010) J77008 ER
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1990S
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1990S
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2000S
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“I cannot conceive of anything that is of
more real value than the meeting of men
from all parts of the country . . . The
exchanging of views, of experiences and
methods is very helpful indeed. It makes
no difference whether along the line of
school work or any other kind of work,
there is great mutual helpfulness in
meetings of this kind. And then the fact
that you become acquainted with each
other is another source of helpfulness. I
feel when I meet men of whom I have
heard but never before met, and take
them by the hand, that I am gaining
something from them.”
— Hon. George W. Clarke, Governor
of Iowa, addressing the attendees
of the fifth annual meeting of the
association in 1916.
“If this Association had been concerned simply and solely with the question of school
accounting the few words I have to say would not be addressed to the members now. I
recognize that I speak to masters of the subject, and upon it surely my mouth would be closed
in such a presence. But from certain points of view the work of the accountant has a wider
outlook, and may be regarded as holding within itself the germs, at least, of the work of the
statistician, and it is the highest and most useful function of the statistician to be interpreter
of the story to be gathered from the maze of recorded facts to the general public.”
— Hon. John Greene, Vice-President, Board of Education, New York, and editor
of “Bradstreet’s,” in an address given to the attendees of the second
annual meeting of the association in 1913.
88
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Happy Birthday ASBO!
AXA Equitable — Proud to Partner with ASBO
Congratulations on a century of supporting our nation’s educators.
We are proud to partner with an organization with such a long-standing commitment to
education and educators.
“You could work with any 403(b)
TSA provider — or with an experienced
industry leader that knows the K-12 market,
like AXA Equitable. But what do I know?
I’m just the 800lb gorilla in the room.”
AXA Equitable is a proud sponsor of the ASBO Eagle Awards and the Eagle Institute.
AXA Equitable Life Insurance Company and AXA Advisors, LLC, (member SIPC), are affiliated companies and are located at 1290 Avenue of the
Americas, NY, NY 10104, 212-314-4600. AXA Equitable and AXA Advisors do not provide tax or legal advice.
GE-52948 (12/09)
SCHOOL BUSINESS AFFAIRS | ASBO at 100: A Century of School Business Management
sba
S C H O O L B U S I N E S S A F FA I R S
January/February 2010 | Volume 76, Number 1/2
Association of School Business Officials International ®
computer stations • student desks • task chairs • book shelves • café tables • classroom seating • auditorium seating • office desks
Volume 76
Number 1
January/February 2010
Call us today at 800-813-4150 or visit www.virco.com
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REF# 09119
ASBO at 100:
A Century of

Cover Spreads - ASBO International

Transcription

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