This research brief summarizes study findings of a school leadership program and offers three recommendations for school districts and school leadership training programs to consider as they strive to improve instructional leadership effectiveness.
Jul 7, 2020
Pathways to Instructional Leadership: Implementation and Outcomes from a Job-Embedded School Leader Training Program
The authors describe the initial implementation and impacts on staff and student outcomes of the Pathway to Leadership in Urban Schools program, which focused on newly hired school assistant principals, in one large urban district over four years.
Jul 7, 2020
Effects of the Executive Development Program and Aligned Coaching for School Principals in Three U.S. States: Investing in Innovation Study Final Report
In this report, part of a series on professional development for school principals, the authors analyze the effects of a professional development program and paired coaching for middle school principals in three states.
Jul 1, 2020
Putting Professional Learning to Work: What Principals Do with Their Executive Development Program Learning
This report presents findings from part of RAND's evaluation of the National Institute for School Leadership's Executive Development Program (EDP) for sitting school principals, focusing on how principals applied their EDP learning and coaching.
Oct 7, 2019
This report describes the implementation of The Wallace Foundation's Principal Pipeline Initiative and its effects on student achievement, other school outcomes, and principal retention.
Apr 8, 2019
Preparing School Leaders for Success: Evaluation of New Leaders' Aspiring Principals Program, 2012–2017
This report analyzes whether schools and students led by graduates of New Leaders‘ Aspiring Principals program outperformed comparison schools and students in the same district.
Feb 25, 2019
Combining Entrepreneurship and Web Development for High School Students: A Pilot Evaluation of the Startup Tech Program and High School Students' College and Career Aspirations
This pilot evaluation of Startup Tech assesses whether 12th-grade students experienced either improved self-efficacy or changes in their college and career plans during the year in which they were in the program.
Jan 6, 2017
Teacher Workforce Developments: Recent Changes in Academic Competiveness and Job Satisfaction of New Teachers
Policy makers and school leaders are perennially concerned with the capacity of the nation's public schools to recruit and retain highly skilled teachers.
Jun 6, 2016
Improving Teaching Effectiveness: Access to Effective Teaching: The Intensive Partnerships for Effective Teaching Through 2013–2014
This report attends to the distribution of effective teachers between low-income minority (LIM) and other students in Intensive Partnerships for Effective Teaching sites and what might explain changes in LIM students' access to effective teaching.
Jun 6, 2016
Trends in Access to Effective Teaching: The Intensive Partnerships for Effective Teaching Through 2013–2014
This brief summarizes a RAND Corporation evaluation of the effectiveness of key reforms of the Intensive Partnerships for Effective Teaching for low-income minority students in three public school districts and a charter management organization.
Jun 6, 2016
Examining the Early Impacts of the Leading Educators Fellowship on Student Achievement and Teacher Retention
Presents findings from preliminary analyses of the Leading Educators Fellowship program, which is dedicated to training promising mid-career educators to lead their colleagues in pursuit of student success.
Aug 11, 2015
Using unique data from an independently managed public charter school district, I explore the extent to which autonomous school administrators' formative evaluations of teachers predict a variety of future personnel decisions.
Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals
This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day observations of approximately 100 urban principals collected over 3 school years.
Our findings lend support to the notion that general education teachers can develop valuable ELL-specific instructional skills.