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The nation鈥檚 governors, who typically have focused more on their K-12 public schools than on higher education, are stepping up efforts to increase control over their colleges and universities in hopes of turning two disconnected education silos into one seamless system.

Faced with mounting pressure to turn out well-qualified high school graduates, boost college success rates, and better prepare citizens for new-economy jobs, a number of governors have put their stamp on oversight boards, seeking to determine who hires and fires the top state higher education official and aiming to hold the entire system more accountable.

In Utah, for example, Gov. Jon Huntsman Jr., a Republican, in May made the rare move of giving district superintendents seats鈥攁nd voting rights鈥攐n the governing boards of their local colleges.

And in Ohio, Gov. Ted Strickland, a Democrat, persuaded legislators this year to give the governor the authority to appoint the chancellor for the Ohio board of regents, which oversees the higher education system. Before the change, the regents made the pick.

鈥淭his ability gives me more authority, and it gives me more responsibility,鈥� Gov. Strickland said in a recent interview. 鈥淲e are in the process now of bringing about greater cooperation and collaboration.鈥�

Governors, including Washington state鈥檚 Christine Gregoire, continue meanwhile to create so-called P-16 or P-20 councils. Such panels are designed to better align public education from prekindergarten through college or graduate school.

Movement Widespread

Governors鈥� wanting鈥攁nd often getting鈥攎ore control over precollegiate and higher education has been a prominent policy theme over the past decade. (鈥淎ctivists Slam Mayoral Control,鈥� June 21, 2006.)

Recent moves by governors have sought to accelerate that trend, though the reception for such proposals has varied.

In Massachusetts, Gov. Deval Patrick, a Democrat elected last fall, appointed a special advisor on education, set up task forces to study the state鈥檚 K-12 and higher education systems, and is backing a plan to add more members to the state board of education, which would give him more control over precollegiate education.

Other legislatures and governors, in Indiana and South Carolina for example, have pushed to turn their elected state school superintendencies into positions appointed by the governor, but have been unsuccessful so far.

Still other governors have zeroed in on higher education. New Mexico Gov. Bill Richardson, a Democrat, persuaded the legislature in 2005 to abolish the state鈥檚 higher education commission in favor of a Cabinet-level department and secretary of higher education under the governor鈥檚 control. In Tennessee, Gov. Phil Bredesen, a Democrat, has said that next year鈥檚 legislative focus will be on higher education.

In New York, Gov. Eliot Spitzer, a Democrat who took office this year, issued an executive order in May creating a new higher education commission charged with improving the quality of the state鈥檚 colleges and universities.

鈥淓ducation is the critical link in the innovation economy. Where we have seen success, it has been driven by education,鈥� Gov. Spitzer said in a news conference.

It鈥檚 that link between education and the economy that has inspired a greater urgency among states and governors to do a better job of coordinating their K-12 and higher education systems, said Richard Novak, the executive director of the Center for Public Trusteeship and Governance at the Washington-based Association of Governing Boards of Universities and Colleges.

鈥淲e鈥檝e seen governors really exert their authority. There鈥檚 a new economy and more pressure to create new jobs,鈥� he said.

The renewed focus on higher education is partly a function of the current fiscal climate. Earlier in the decade, when a sluggish economy led to intense budget pressures and program cuts in nearly every state, higher education funding often was flat or even was cut, leading to higher tuition, Mr. Novak said. Now, many states are flush with cash and can afford to start investing again in higher education.

Mr. Novak cautions state policymakers, however, against putting too much control of higher education in a governor鈥檚 hands. That鈥檚 a 鈥渄angerous idea,鈥� he said.

鈥淲hat happens when Governor Strickland leaves?鈥� he said, pointing to the legislative change in Ohio that gave the governor the power to appoint the higher education chancellor. 鈥淵ou might have a situation that makes the direction of your higher education system more dependent on who鈥檚 in office. That has real risks.鈥�

Changes Sought

But Gov. Strickland maintains that the real danger was in continuing the status quo. He points to average annual tuition increases of 9 percent over the past decade.

鈥淭hat鈥檚 unacceptable,鈥� he said. 鈥淲e can鈥檛 continue as we are. It鈥檚 not working.鈥�

He characterized Ohio鈥檚 higher education system as disconnected, one in which officials 鈥渟ee their primary goal as doing what鈥檚 best for [their particular] institution.鈥� And, he said, the system has struggled to mesh with the K-12 system.

The governor said his administration wants to encourage the state schools superintendent to work more collaboratively with the higher education chancellor. The state also is working to encourage more early-college programs and a diverse set of post-high-school options so that all students will complete at least some form of college or postsecondary training.

The Ohio Constitution, like other state constitutions, requires the state to provide its citizens a public education鈥攊n Ohio鈥檚 case, the constitution refers to 鈥渃ommon schools,鈥� generally interpreted to mean K-12. But Gov. Strickland said he feels it鈥檚 his responsibility to deliver on that commitment from early education through college.

As for whether he would like the power to appoint the state鈥檚 precollegiate schools superintendent as well鈥攁 power that now rests with the state board of education鈥擥ov. Strickland said he has broached the idea with legislators, but has been warned to stay away from that political fight.

He did say, however, that 鈥渢he governor should have a greater, more direct authority when it comes to choice of superintendent.鈥�

Varied Approaches

Other governors use their powers in different ways to attempt to address the lack of connections between precollegiate and higher education.

In Washington state, Gov. Gregoire to evaluate public education from prekindergarten through graduate school and to hold schools at all levels accountable. At least 30 states have launched councils or initiatives to foster collaboration across the different levels of education, according to the Denver-based Education Commission of the States.

Having already formed a in Utah, Gov. Huntsman in May appointed seven local school superintendents to the governing boards of their local community colleges or state university branches, with full voting rights. State Superintendent of Public Instruction Patti Harrington also was appointed, with full voting rights, to the state board of regents, which supervises Utah鈥檚 higher education system.

Putting district superintendents on college governing boards as full members is 鈥減retty unusual,鈥� said Mr. Novak, of the governing boards鈥� association. He said that at least a dozen states put state schools chiefs on such boards, usually in an advisory role.

Gov. Huntsman thought that adding the local district perspective was crucial to continuing to build a stronger alliance between the K-12 system and higher education, said Christine Kearl, his education deputy. She said the superintendents will be expected not only to bring the K-12 perspective to the table, but also to take back information from higher education officials to improve their districts鈥� schools.

For example, Ms. Kearl said, 鈥渢he school districts need to hear from higher education that their students are unprepared [in certain subjects].鈥�

鈥淭here had been something of a disconnect,鈥� she said. 鈥淲e want these to be strong connections.鈥�