Educational administration refers to a range of professionals—from supervisors, program administrators, and principals to deans, department heads, and chief academic officers—as well as organizations formed to administer school functions. RAND studies have focused on topics such as private-sector management of public schools and improving educational leadership to accelerate student achievement.
States and school districts can help principals be more successful by matching the correct candidate with the appropriate school, by using a high-quality system to evaluate them, by giving them the right amount of autonomy, and by providing them with the resources and support they need to produce better education outcomes.
As schools and districts move toward performance-based teacher evaluation as a way to improve teaching effectiveness and student outcomes, the principal's role in teacher evaluations is becoming even more important.
To help the Center for Strategic Intelligence Research (CSIR) of the National Intelligence University (NIU) better identify collaborative research opportunities, topics, and processes with Intelligence Community research entities, this study details the results of interviews about these research entities, their responsibilities, and their willingness to support interagency research with NIU.
The most important steps school districts can take to implement an effective summer learning program are to begin planning at least six months in advance and to include both district and summer site leaders in the process.
Improving school leadership may improve student outcomes. Evaluation is critical for effective use of resources, but poses challenges to states and districts. Evaluators and policymakers should allow time for improvements to show, use multiple evaluation measures, and interpret findings carefully.
In the area of K–12 education, RAND Education partners with policymakers, school systems, practitioners, and other stakeholders to help improve education outcomes and systems and to increase access and equity.
This study examines the effects of financial incentives for Pittsburgh principals on teacher supervision, student achievement, and gaps between high- and low-achieving students. Findings suggest that the incentives have had positive impacts, however, performance-based compensation requires more scrutiny.
Most California school districts with new flexibility about how to spend $4.5 billion in education funds opted to move most of the money into their general funds to balance budgets and avoid teacher layoffs.
Describes statewide patterns in California school district revenues and expenditures in light of a new state policy that increased flexibility over a large number of previously restricted categorical programs.
This study provides a quantitative and qualitative status report on the implementation of school-based management (SBM) in Indonesia, identifies factors associated with the successful practices of SBM, and assesses SBM effects on student achievement.
Presents research on first-year principals' experiences, actions, working conditions, and outcomes; the research is intended to inform efforts to promote school improvement and principal retention.
The loss of knowledge and educational skills during the summer is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students. Those who attend summer programs can disrupt that loss and do better in school.
Coordinating the work of the many different institutions involved in after-school activities—including schools, nonprofits and municipal agencies like parks and libraries—holds the promise of making programs better and more accessible to urban children and teens who need them.
Explores correlations between school structure and academic outcomes, and evaluates the effects of Small Learning Communities implementation on school structure and academic outcomes in the Los Angeles Unified School District.
The third in this three-volume series presents in-depth case studies of five cities that received funding from The Wallace Foundation to improve out-of-school-time program provision: Providence, Boston, New York City, Chicago, and Washington, D.C.
The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and outcomes.
To achieve Excellence for All, researchers recommend that Pittsburgh Public Schools give teachers flexibility and time with coaches, reduce reporting requirements, improve communication, and use needs assessments to create action plans.
Researchers evaluate Qatar's education finance system based on six main objectives: adequacy, efficiency, equity, accountability, transparency, and an appropriate balance between stability and responsiveness.
Creating more-cohesive policies and initiatives to improve instructional leadership in schools appears to be a promising approach to developing school principals who are engaged in improving instruction.
To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment systems—collections of complex statistical techniques that use multiple years of test-score data to estimate the causal effects of individual schools or teachers on student learning.