Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts
By Susan M. Gates, Laura S. Hamilton, Paco Martorell, Susan Burkhauser, Paul Heaton, Ashley Pierson, Matthew Baird, Mirka Vuollo, Jennifer J. Li, Diana Lavery, Melody Harvey and Kun Gu
New Leaders Principals Affect Student Achievement in Their Schools
- Students who attended schools led by New Leaders principals experienced slightly larger achievement gains on average than similar students in schools led by non–New Leaders principals.
- The magnitudes of achievement effects varied substantially across districts. They also varied across principals.
A Variety of Factors Could Explain the Observed Relationship Between New Leaders Principals and Outcomes
- Most of the differences in principals’ effects could not be easily explained by school or district conditions.
- New Leaders principals tended to rate their teachers as having lower capacity and their district working conditions as less adequate than other principals in their districts did.
- On average, New Leaders principals were slightly more likely than other newly placed principals to remain in their schools for three or more years.
- School and district conditions varied within districts, as well as across districts.